SECONDARY SCHOOL
STUDENT-PARENT HANDBOOK
2012 - 2013
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INDEX
MISSION STATEMENT
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BASIC INFORMATION
How to get to ABA
Yearly Planner 2012-2013
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PLACEMENT, ENROLMENT AND WITHDRAWALS
Placement
Fees
Student Withdrawal
Administration of Entrance Tests for Students Transferring
Documentation for Students Leaving ABA
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IV
STUDENT CODE OF CONDUCT
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SECONDARY SCHOOL ORGANISATION
School Week
Advisory Programme
Counselling Services
Homework Assignments
Assemblies
Communications
Fire Drills
Evacuation
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ACADEMIC PROGRAMME & REPORTING TO PARENTS …
Grading System
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Parent- Student - Teacher Conferences
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Community and Service (Grades 6 – 10)
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Student Organised Events
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GENERAL INFORMATION
Introduction
Recognition/Accreditation
School Management
Organisational Structure
Board of Directors
Senior Administration Staff
Instructional Staff
Staff with Positions of Special Responsibility
Clerical and Support Staff
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VII
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STUDENT SERVICES
Student Planners
Books and Materials
Exercise Books
Use of ABA Technology
Technology Usage Policy
Library
Student Council
Field Trips
Lockers
Bag Tags
Recreational Breaks & Cafeterias
Lost and Found
Telephones
Transportation
Mopeds/Motorcycles
Car Passes
Visitors
Sale of Clothing
Extra Curricular Activities
MESAC
Eligibility requirements for participating in MESAC Teams
MESAC Events
Policy on Returning from Overseas Field Trips
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ATTENDANCE REGULATIONS
Absences
Planned Absences
Parents out of country policy
Make-up Work
Tardiness
Punctuality upon Arrival and Departure
After School Hours
Closed Campus Policy
After school Events & Student Socials
Absence from Physical Education
Physical Education during Ramadan
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DISCIPLINE
Disciplinary Conference
Detention
Suspension
Expulsion
Harassment
Forbidden Items
Dress Code
Dress Code Violations
Physical Education Dress Code
Mufti Day
Public Show of Affection
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HEALTH SERVICES
Accident Reporting
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OPPORTUNITIES FOR PARENTS
Parent Teacher Association
PTA Committee
Board of Directors
Volunteers
Procedures for Dealing with Parental Enquiries and Concerns
Teacher Contact
Contact with the Secondary School Principal
Contact with the Business Manager
Contact with the Superintendent
Contact with the Board of Directors
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GRADE 6 - 8 INFORMATION
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Grade 9 – 12 INFORMATION
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APPENDICES
Appendix 1: ABA Academic Honesty Policy
Appendix 2: ABA SLN Policy
Appendix 3: ABA Assessment Policy
Appendix 4: ABA Language Policy
Appendix 5: Acceptable Use of ABA Wireless Network
Appendix 6: Adventure Oman
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ACKNOWLEDGEMENT SLIP
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I
BASIC INFORMATION
Address
ABA
P O Box 372
Medinat Al Sultan Qaboos - 115
Telephones
Country Code for Oman ... ++ 968
24603646 / 24601076 / 24605287 / 24698713
Facsimile
24603544
E-mail
registrar@abaoman.edu.om
Website
www.abaoman.edu.om
Location
Al Khuwair Heights District (Sheikh Khalili Estate)
Way # 2744
HOW TO GET TO ABA
Directions
From Al Khuwair Roundabout on the Sultan Qaboos Highway go towards
Medinat Qaboos. Turn right at the first traffic lights. After ½ kilometer, at
the next traffic light (OHI Telecom will be on the left, the HI 95 FM
Building on the right), pass under the flyover and follow the road toward the
mountains, over three speed humps, to the school. Report to the security
guard at the gate.
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CALENDAR
Yearly Planner
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EID AL FITR
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First Day of Scho ol
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NAT IONAL DAY (T en tat iv e)
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II
GENERAL INFORMATION
INTRODUCTION
ABA-An IB World School is known throughout the Middle East for its high quality
international education and its commitment to lifelong learning. This is most apparent in ABA’s
Mission and in its faculty and students. ABA’s leadership in the international and local
educational communities and its vision has secured its place as the ‘lighthouse education
institution’ in the region. ABA’s willingness to take risks and blaze new trails in teacher
education (including ABA’s initiatives with the Sultan Qaboos University’s Student Teacher
Project, the University of New York at Buffalo Master’s Degree Program and the Wilkes
University Doctoral Programme) coupled with an innate understanding of what students need to
be responsible, caring, confident learners for life has resulted in outstanding student academic
achievements, impressive student acceptances into first class universities and colleges around
the world, and extended learning for faculty.
ABA was founded in 1987 by a group of dedicated parents, educators and American Embassy
diplomats. At the time, many believed that an international school was needed to accommodate
the diversity of nationalities found in the capital area. The decision to build a K-12 school,
which reflected the highest quality of international education, has resulted in the successful
academic institution we now call our school.
In 1998 the decision to renew the lease agreement with Sheikh Ahmed Al Khalili for the next
fifty years provided the Board of Directors the impetus to design a Master Building Plan that
would unfold into the purpose built campus we have today. At the same time the strong belief
that we should become an IB World School laid the ground work for facilities that reflected the
traditional academic subjects but also encompassed the domains of the emotional, social and
physical intelligences that round out a student’s education. Within the curriculum frameworks
of the International Baccalaureate programs; Primary Years Program, Middle Years Program
and the IB Diploma, we were expected to provide a holistic education, which provided varied
opportunities for students to learn and engage in creative domains. The purpose built
gymnasiums, theatre, television and radio studios, recording studios, Design and Technology
studios, science laboratories, IT laboratories and state-of-the-art libraries and classrooms have
shaped the quality of learning and teaching at ABA. With our new facilities, we have added
greatly to what ABA can offer. The willingness of the ABA Board of Directors to take a risk on
the financial and educational costs of such facilities is to be commended. Risk taking is one of
our ABA values and is often the difference between the ordinary and the exceptional.
ABA continually reminds its students that the privilege of an international education equates to
greater individual responsibility. ABA student leaders have coordinated and participated in
Peace Symposiums, Environmental Excursions, and developed societies and groups for the
betterment of humankind. Students Against Prejudice, Amnesty International, Environment
Club and our Student Councils have raised awareness of the untold human suffering in many
parts of the world and the enormous power that a group of people have to make effective and
positive change to their local and international communities and to the planet.
The future holds many promises for our students and many, many exciting opportunities.
Technology has already changed the way we do business in our schools. The critical state of our
planet and the impact our students will have on their environment will force ABA to look
beyond the classroom walls for experiential learning.
The mere fact that we live in the Middle East imposes upon us to reflect in more detail upon the
complexities of the world and what we can do to bring peace and understanding to a troubled
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and disgruntled world. It will always be incumbent upon ABA to bring the world to the Middle
East in order to show that there is another side of the story to Arabic culture and the Islamic faith
and not the distorted side that is often portrayed by the western media.
So in the words of Jim Collins, author of the book Good to Great:
“I invite you to join me on an intellectual adventure to discover what it takes to turn good into
great. I also encourage you to question and challenge what you learn. As one of my favorite
professors once said, “The best students are those who never quite believe their professors”.
True enough. But he also said, “One ought not to reject the data merely because one does not
like what the data implies”. I offer everything herein for your thoughtful consideration, not
blind acceptance. You’re the judge and jury. Let the evidence speak.”
Collins’ words are the perfect introduction for ABA’s Parent/Student Handbook. Thank you for
taking the time to browse through the pages that reflect ABA moving from the ‘ordinary to the
exceptional’.
Recognition/Accreditation
The ABA is recognised by the Ministry of Education (Community Schools Section) of the
Sultanate of Oman. ABA is fully accredited by the Middle States Association of Colleges and
Schools, USA and is a member of Near East South Asia Schools Association (NESA). The
school is authorised by the International Baccalaureate Organisation as an IB Primary Years, IB
Middle Years and IB Diploma awarding institution.
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ABA’S ORGANIZATIONAL STRUCTURE
BOARD
Superintendent
Executive Assistant
Registrar
Assistant to the Superintendent
Elementary School Principal
PYP Coordinator /
Assistant Principal
ECE/ Grade 1
Coordinator
Counselor
Elementary Librarian
Teachers
Teacher Aides
ESL/Special Needs
Business Manager
Secondary School Principal
Curriculum
Coordinators:
Math, Languages,
Humanities, Arts,
Science, Technology,
PE
Assist. Principal
(Grade 6 – 8)
MYP Coordinator
Teachers
Assist. Principal
(Grade 9 – 12)
Dip. Coordinator/Exam Officer
Teachers
Counselors
ESL / SLN
Athletics/Activities Coordinator
Secondary Librarian
Differentiation Coordinator
Teachers
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Business Office
Staff
Public Relations
Officer
Nurse
Security Guards
IT Manager
IT Staff
Board of Directors
The governance of the ABA is vested in a Board of Directors. The majority of the Directors are
parents of children currently enrolled in the school. They are elected by the members of the ABA
Association, to which all parents automatically belong. Elections are held yearly. There is an Annual
General Meeting of the Association. Regular Board meetings are held approximately monthly during
the school year.
The Board has three major responsibilities:
(a)
Adopting basic policies.
(b)
Ensuring the financial viability of the school, and
(c)
Hiring a chief executive officer (Superintendent).
Decisions of the Board are regulated by the Articles of Association and By-Laws, copies of which
may be obtained on request at the school. The ABA Policy Manual may be consulted in the library on
application to the Librarian. Other copies are available in the Superintendent's office and in the
Secondary & Elementary Principals offices.
Mr. Ivor Braganza
Dr. Andrew Spalton
Mr. Mukhtar Hasan
Mr. Andrew Figgins
Mrs. Mehreen Malik
Mr. John Passmore
Dr. Simon Wilson
Mrs. Mona Nashman-Smith
: Chairman
: Vice Chairman
: Treasurer
: Secretary
: Member
: Member
: Member
: Superintendent
Senior Administration Staff:
The day-to-day management of the school is delegated to the Superintendent, Mrs. Mona NashmanSmith, who has overall responsibility for school-wide operations and executing Board policies. A
clerical and support staff assists the administration.
Mrs. Diana Malik
Mr. Terry Storer
Mr. Michael Berry
Mr. Bahul Pillai
: Assistant to the Superintendent
: Secondary School Principal
: Elementary School Principal
: Business Manager
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SECONDARY SCHOOL INSTRUCTIONAL STAFF – 2012 – 2013 SCHOOL YEAR
Mathematics
Mr. Ian Classey M Ed (Bristol University), PGCE (Bristol Polytechnic), Grad Dip (Leicester
Polytechnic)
Mr. Angus Shillitoe M Sc (University of Leicester), BA (University of Wales, Cardiff),
PGCE (University of Keele)
Mrs. Bina Philip B Ed (Delhi University), BCom (Bombay University)
Ms. Andrea Morrison B Sc (Dalhousie University), Teacher Certification (Nova Scotia)
Ms. Raewyn Jack B Sc (University of Otago), Diploma of Teaching (Dunedin College of Education)
Mr. Sen K. Jose M Sc, B Sc (Mahatma Gandhi University) B Ed (University of Calicut)
Ms. Melissa Akey M Ed, B Ed, BA (University of Missouri)
English
Mr. Ty Frederickson MA, B Sc Ed (Emporia State University)
Ms. Leona West BA, B Ed (University of Alberta)
Mr. Allen Prosser MA, BA, PDP (Simon Fraser University)
Mr. Rick Devine B A (University of Calgary), Dip Ed (University of Victoria)
Mrs. Elizabeth Taylor M Sc (Universidad de Salamanca), BA (George Mason University)
Ms. Fiona Mason B Sc (University of Manchester), PGCE (University of Cambridge)
Ms. Katherine Trueman B Ed (University of Alberta), M Ed (University of Phoenix)
Mrs. Natasha Papirnik BA (Concordia University), B Ed (York University)
Science
Mrs. Gerry Kouwenhoven B Sc, Cert. Ed (University of Amsterdam)
Mr. George Miletti M Engineering, B Engineering, Dip. Ed (McGill University)
Mrs. Janique Gallivan M Ed (Manchester University), B Sc (Hons) (Polytechnic of Wales),
PGCE (Swansea University)
Mr. Roderick Collins B Sc, Dip Ed (University of Tasmania)
Mr. Darren Deschamps B Ed, B Sc (Chemical Technology), (University of Regina), Chemical
Engineering Dip (SIAST Kelsey, Saskatoon)
Mrs. Dianne Keage B Sc, Dip Ed (Melbourne University)
Mr. Marios Mantzoukis B Sc (Aristotle University of Thessaloniki), PGCE (Keele University)
Mr. Larry Rosenblatt B Sc (University of Texas, Austin), Teaching Certification (Tillotson College)
Humanities
Mr. Allan Wake BA, M Lit. (James Cook University, Qld.), Teaching Cert (Townsville College)
Ms. Wanda Harssema M Ed B Ed (Framingham University), B Ed (University of British Columbia)
BA Trent University)
Mr. Christopher McDonald MA (Lancaster University), BA (Manchester University), Cert Ed
(Liverpool JM University)
Mr. Mark Emery M Ed (University of Phoenix), BA (Michigan State University)
Mrs. Lucy Francis BA, PGCE (Melbourne University), M Ed (Monash University)
Ms. Jennifer Newton BA (Okanagan University College), BA Econ (Wilfrid Laurier University),
MA (University of Toronto )
Mrs. Jennifer Donlevy Dip Ed, BA (University of Technology), Associate Diploma of Applied
Sciences (University of New South Wales)
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Modern Languages
Mrs. Philomena O'Neill BA (Hons), Dip Ed (University College, Cork)
Ms. Pascale Pereira Licence d’Anglais (La Sorbonne), PGCE (Swansea), TESOL (Trinity College)
Mr. Rodney Taylor MA (Universidad De Salamanca), M Ed (University of Mississippi), BA
(Columbia University)
Mrs. Lucia Berry MA (London School of Economics), BA (Suffolk University, Boston)
Mr. Mario Giraldo B Ed (Universidad de Caldas, Columbia)
Ms. Heba Sayed B Sc (University of Jordan), Teaching Cert
Mr. Shoueyb Ayari M Sc (SUNY Buffalo), B Ed (Sosah University, Tunisia)
Creative and Performing Arts
Mr. Anthony Langrish M Sc (SUNY Buffalo), GRSM (Hons), Dip RCM – Royal College of Music
Mr. Adam Cole HND Music Technology (Leicester College), Cert. Ed (Portsmouth University)
Mr. John Rider B Sc (Gordon University), USCETFL (Teacher Training International),
BA (Pending) (Rose Bruford University College)
Mr. Wayne Foster BA (Hons), PGCE (Sunderland Polytechnic)
Ms. Jade Xia M Sc (SUNY Buffalo), BA (Rhode Island College), Art Ed. Certification
(Jianli Teaching School, China)
Technology
Mr. Andrews David M Sc (SUNY Buffalo), B Sc (University of Madras)
Mrs. Catherine Emery BA (Drew University), Webmaster Cert. (Clark University), MA (Michigan
State University - Pending)
Mrs. Meredith Harbord M Sc (SUNY Buffalo), Diploma of Art and Design, Dip Ed
(Melbourne State College)
Mrs. Sara Khan M Sc (SUNY Buffalo), BA Islamic Art and Architecture (London)
Physical Education
Mr. Timothy Synoground BA (University of Alabama), Teaching Cert. (University of North Texas)
Mr. Oluyomi Salako M Ed (College of New Jersey), B Sc (Obafemi Awolowo University, Nigeria)
Mr. Mark Jolley BA (University of Wales), PGCE (University of Exeter)
Mr. Paul Brace B Ed (Queensland University of Technology)
Mr. Istvan Kormos (University of Physical Education –Budapest)
Library
Ms. Kimbra Weeks – Graduate Dip of Librarianship, Diploma of Teaching (University of Tasmania)
Ms. Rebecca Boardman M Sc (Loughborough University), PGCSE (University of Sussex) BA (Hons)
(University of East London)
Counselling
Mrs. Marcie Frederickson M SC, B Sc Ed (Emporia State University)
Mrs. Claire Anthony B Ed (Hons) (Heriot-Watt University)
Learning Support
Mrs. Melanie Kozak-King M Ed (Kingston University, UK), PGCE (Sunderland University),
B Sc (Nene College)
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English As a Foreign Language
Ms Sally Burns M Ed (University of Victoria), BA (University of London), PGCE (University of Wales)
Staff with Positions of Special Responsibility
Assistant Principal (Gr. 9 – 12)/ Exam and DP Coordinator
Assistant Principal (Gr. 6 – 8) / IBMYP Coordinator
Athletics Director
CAS Coordinator
Curriculum Coordinators
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Mrs. Patricia Bruce
Mr. John Savage
Mr. Timothy Synoground
Mrs. Marcie Frederickson
Mr. Adam Cole
Mr. Andrews David
Mrs. Diana Malik
Mr. Ian Classey
Mrs. Janique Gallivan
Mr. Mark Emery
Mr. Mark Jolley
Ms. Sally Burns
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Masroor Cheeda
Interns
IT
Clerical & Support Staff
Registrar
Superintendent's Secretary
Receptionist / Admin Secretary
Secondary Secretary
Business Office Manager
Accounts Secretary
Business Office Assistant
Public Relations Officer
Nurse
Library Assistants
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Book Store Manager
Science Laboratory Technicians
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Network Administrators/Programmers
IT Laboratory Technician
Performing Arts Center Technician
Janitor
Caretaker
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Mrs. Ann Smith
Mrs. Laila Al Mawali
Mrs. Rita Khimji
Mrs. Ruby Topen
Mr. K Vasudevan
Mrs. Sherry Thomas
Ms. Afra Al Alawi
Mr. Anwar Al-Raisi
Mrs. Anne Waerness-Vold
Mrs. Mashkullah Abdullah
Mrs. Rozie Shamsudin
Mr. Ashokan
Mr. Patil Rao
Mrs. Sathya Vasudevan
Mr. Mohd. Yousuf Khan
Ms. Vandana Mendon
Mr. Ezaz Qureshi
Mr. Hamad Al Harthy
Mr. J. Prakash
Mr. Anil Kumar
Mr. Tirindede
III
PLACEMENT, ENROLMENT AND WITHDRAWALS
PLACEMENT
Placement of students is decided by the administration in consultation with parents and teachers. It is
based on a number of factors, including age, previous school records and the student's ability and
needs. ABA reserves the right to reassign a student at any time if the administration considers initial
placement to have been inappropriate. This decision will be discussed with the student’s parents prior
to making any changes.
FEES
Tuition Fees: Fees may be paid on a once per annual basis or in two installments (by semester)
The Schedule of Fees in Omani Rials for the coming year is:
Instructional Level
Annual
Per Semester (x 2)
Grade 6, 7 & 8
R.O.5050
R.O.2525
Grade 9 & 10
R.O.5470
R.O.2735
Grade 11 & 12
R.O.6590
R.O.3295
Tuition fees, if paid on an annual basis, are due by the first day of the school year. We ask that these
fees be paid in full. Fees paid by semester should be paid in full by the first day of the semester. A
3% administrative charge per month may be levied for late payment.
Building and Capital Asset Replacement Fee: All students entering the ABA for the first time are
charged a non-refundable Building and Capital Asset Replacement Fee. Students entering
Kindergarten 2 through Grade 12 will be charged R.O.2500. This fee must be paid in full before the
child starts at ABA.
Registration Fee: A registration fee of R.O.150 is required when an application is submitted. This
fee will be deducted from the first payment (either annual or semester). This registration fee is not
refundable if the student does not take up the offer of admission.
Re-Registration Fee: A re-registration fee of R.O.100 is required each year by the 15th April to hold
a place for a student already enrolled at ABA. This R.O.100 will be deducted from the annual or
semester fee at the beginning of the new school year. This fee is not refundable if the student does not
take up a place the following year.
Charge for lost/damaged school equipment: A charge will be levied for school materials that have
been lost or damaged. The parent/guardian remains responsible for the payment of all fees. A school
year is defined as the period from the start of school in August to the end of school in June of the
following year.
Refund Policy
Refund of tuition fees
Parents of students withdrawing from school are required to notify the Registrar at least one (1)
semester in advance except in extenuating circumstances.
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If a student leaves ABA before the end of the second week of either semester, fifty percent of the
tuition fees for the current semester will be refunded. In addition, any fees paid in advance for tuition
that applies to future semesters will be refunded one hundred percent.
Students expelled from ABA do not qualify for any fee refund.
No other refunds (e.g. Building and Capital Asset Replacement Fee or Re-Registration Fee) will be
permitted.
External Examinations Fees
The fees for external examinations are charged for separately, according to the individual
examinations, the examination board's rate and the number of exams entered. All entries must be
made through the school as the official examination center. Once paid, all examination fees are nonrefundable.
STUDENT WITHDRAWAL
Parents are requested to notify the Registrar, in writing, two weeks prior to the family's departure from
Oman. Official withdrawal, and consequent action on any relevant refund of tuition fees, will be
conditional on ABA receiving notification in writing from the parent.
ADMINISTRATION OF ENTRANCE TESTS FOR STUDENTS TRANSFERRING
The administration of admission tests for students transferring from ABA to another school is done as
part of our transition service for families.
The Registrar and a Counselor will work together to make sure that that when a request for an
admission test is received, the following steps are taken:
1. Parents will notify the Registrar that their child might be transferring from ABA to another school
and that ABA will be receiving admission tests directly from the school in question.
2. Admission tests will be received by ABA (via email or mail) directly from the school requesting
the administration of tests.
3. Registrar will inform a counselor that a request to administer an admissions test has been received.
Student’s name and grade will be provided.
4. Admission tests are printed out (if applicable).
5. Verify required materials (i.e. pens, scratch paper, calculator, etc.)
Communicate this to students.
6. Arrange for a quiet location for testing.
7. Arrange for a time and day for the administration of the test(s).
8. Inform parents and teachers of test date(s).
9. Arrange for supervision of tests.
10. After administration of tests, arrange for tests to be mailed or couriered back to the school of
origin.
Parents will be responsible for any charges incurred.
DOCUMENTATION FOR STUDENTS LEAVING ABA
When a student leaves the ABA, a leaving certificate or Official Transcript (Grades 9 - 12 students
only) is prepared if requested. At least two weeks notice is required for the preparation of final reports
in the event of a family departing from Oman. Reports at the end of a grading period can, on written
request, be mailed to a forwarding address.
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All students are required to complete the established check-out procedure. All textbooks and school
property must be accounted for prior to the issuing of leaving documents.
IV STUDENT CODE OF CONDUCT
The immediate purpose of the school’s rules and regulations is to provide order in the classroom and
in the community so that learning can take place. School rules also serve to teach students the value
of
individual responsibility and consideration for others.
The level of discipline in the school is directly related to the commitment of both staff and students
to
the ideals of the school. Rather than enforcing strict adherence to a detailed code of behavior, the
school encourages students to demonstrate an understanding of the following key principles:
-
Attendance and the relative freedom of students at the ABA are privileges that should not be
abused
The chief mission of the school is to provide learning opportunities and a caring environment for
students from all over the world
Teachers and support staff deserve respect for the work they do on behalf of students
Students should, in turn, receive respect from teachers and the staff for their academic effort and
concern for the welfare of the school community
In addition to understanding the principles outlined above, students should be aware that bringing
the
school into disrepute through untoward behavior, both on and off campus, is considered grounds for
disciplinary action. “Untoward behavior” includes (and is not limited to) public consumption of
alcohol, illegal substance abuse, rowdiness, and consorting with undesirable persons.
The severity of the sanction imposed on the student will depend upon the degree of seriousness of
the behavior. This will be judged solely by the administration in consultation with the member of
staff concerned, if any, and when necessary, the Board of Directors. To protect the integrity of this
process and the rights of the student, an appeals process is established. The administration wishes
to emphasize that stern measures will be taken against individuals whose actions embarrass the
reputation of the ABA.
V SECONDARY SCHOOL ORGANIZATION
SCHOOL WEEK
The school week runs from Saturday to Wednesday. Students are expected to be in homerooms at
7:30 am. Classes end at 2:15 p.m., although afternoon activities may run up to 4 - 6 p.m.
In addition to the daily 10 minute advisory session held each morning, the school day is divided into
eight 40 minute instructional periods, many classes meeting in double period blocks. Students usually
have two supervised eating and recreation breaks during the day.
Students may buy food at school or they may bring drinks and snacks with them from home for
consumption during their recess or break periods. Care should be exercised to avoid items that can
be easily spoiled or broken in transit. Shaded areas are provided where students can sit and eat.
We strongly encourage students to eat and bring HEALTHY food.
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ADVISORY PROGRAM
The Advisory Program is designed to meet the pastoral care needs of students in grades 6-12. The
Principal oversees this program in consultation with the School Counsellors. Homeroom advisors are
responsible for oversight of the students in their Homerooms. Classroom teachers are responsible for
contacting the Homeroom Advisors regarding any students in their classes that are having emotional
or academic difficulties. Homeroom Advisors are responsible for addressing concerns with the
student and their parents, through the Counselor, requesting academic and behavioral progress reports
or referring more difficult situations directly to the attention of the Principal or a School Counselor.
Role of the Homeroom Advisor
Homeroom Advisors meet with their students at the start of every day. In addition, Advisors have a 40
minute advisory session with their students once a week.
COUNSELLING SERVICES
Homeroom Advisors and the School Counselor are available to deal with students' social, emotional
and behavioural problems on a needs basis. Parents may also take the initiative of asking for the
Homeroom Advisor’s assistance in counselling their child. The counselling programme offers:
Counselling services to individuals, groups and families
Assistance to students in understanding and coping with personal, social and
academic concerns
Assistance in the delivery of developmental (age-appropriate concerns)
remedial (problem rectification) and preventative (life skills) programmes.
Co-ordination of in-school and/or community services for individuals or families.
Students should seek the advice of their Advisor or School Counselor for the following issues:
-
Resolving peer problems
Aggressive behaviour
Attention-seeking or disruptive behaviour
Social isolation
Developing appropriate social skills
Dealing with stress
Family concerns
Giftedness (social, emotional and academic concerns)
Learning difficulties
Developing communication skills
Esteem building
Self control
Non-achievement
Attention deficit
School phobia
Test anxiety
HOMEWORK ASSIGNMENTS
Teachers routinely assign homework and expect students to turn in assignments on due dates.
Teachers will clearly inform students of their policies regarding late submissions. Penalties for late
submissions may vary from loss of full credit to failing marks.
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ASSEMBLIES
Throughout the year, students and faculty attend assemblies, which include various activities, linked
to curriculum, team sports, achievements, exemplary student work, visiting speakers, performances
and the advisory programme.
COMMUNICATIONS
Newsletter
This is the main ABA instrument of communication with the ABA community. Notices are as factual
and as succinct as possible. Parents are expected to read the Newsletter. The Newsletter is posted on
the ABA website, and sent via email, upon request only, every Wednesday.
Daily Bulletin
Announcements concerning students are read from the Daily Bulletin each morning during Homeroom
period.
Telephone Tree and SMS Messaging
The telephone tree is coordinated by the PTA and designated Homeroom Parents and is used to
contact families quickly in an emergency situation. An SMS service to family GSM / mobile phone
numbers has also been established to notify parents.
FIRE DRILLS
Drills will be held at least three times a year. Emphasis will be upon student safety therefore quick but
orderly departure from classrooms to a central area where the roll is checked is essential.
EVACUATION
In the event of an emergency, students and personnel may be moved off site to a safe haven. In such
circumstances parents will be informed, using the telephone tree, or SMS system, in order that
students may be collected as soon as possible. It is imperative that parent contact details are
current and accurate. It is expected that parents will inform the Registrar, as soon as possible, of
any changes to contact details.
VI ACADEMIC PROGRAMME AND REPORTING TO PARENTS
The ABA follows the Kindergarten to Grade 12 International Baccalaureate curriculum framework. In
addition the ABA provides students with the opportunity to sit the University of Cambridge
International General Certificate of Secondary Education (IGCSE) examinations at the end of Grade
10. Grade 11 and 12 students may opt to prepare for the International Baccalaureate Diploma or
Certificate examinations at the end of grade 12.
GRADING SYSTEM
The ABA issues reports of student progress at the end of each marking period (approx. 9 weeks). All
students Grades 6-12 receive end of semester reports with grades and narrative comments. Students in
Grades 6-10 receive mid-semester reports indicating progress according to MYP subject assessment
criteria. Students in Grades 11-12 receive mid-semester reports with grades and assessment criteria.
18
The marking system used in reports is as follows:
Number
General Descriptor
7
Excellent
6
Very Good
5
Good
4
Satisfactory
3
Mediocre
2
Conditional Pass *
1
No Pass
NG
I
No Grade
Incomplete (Temporary grade )
SP
Satisfactory Progress
UP
Unsatisfactory Progress
* For explanation of Conditional Pass please refer to Secondary School Academic Manual.
PARENT CONFERENCES
Planned Conferences: Formal parent-teacher-student conferences are scheduled twice a year, one in
November and the other in March. Students must attend with parents.
Parental Request Conferences: If a parent wishes to speak with any teacher at any time, a conference
time can be arranged. Please contact the school to schedule an appointment. The teacher is the
primary contact concerning a student’s progress. Subsequent to meeting with the teacher, parents may
meet with the Advisor, Counselor or Examinations Officer. If an issue is unresolved, parents may
schedule a meeting with the Principal and/or the Superintendent.
COMMUNITY AND SERVICE (GRADES 6 – 10)
All ABA Secondary students are required to engage in activities which are beneficial to both their
community and to themselves. This aspect of the curriculum is considered to be complimentary to the
holistic development of each individual. Students have the additional advantage of choosing which
aspect of their community they would like to serve.
As a general guideline students should commit to the following per year.
Grade 6
10 hours
Grade 7
Grade 8
Grade 9
15 hours
20 hours
25 hours
Grade 10
30 hours
This would not be introduced until end of October and
students can complete it at any point before June.
15 hours of service plus 10 hours of either action or
creativity
10 hours each of Creative, Action and Service
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STUDENT ORGANISED EVENTS
Any student or group of students who wish to carry out service or arrange activities on campus are
required to complete a ‘Student Organised Event Form’ which can be collected from the
administration or school Counselor. Once the form is complete with all details provided, students
should then take the form to the Secondary Principal for approval. If the event involves Elementary
students the form must also be presented to the Elementary Principal so that he is informed of the
details and can make the necessary arrangements.
VII
STUDENT SERVICES
STUDENT PLANNERS
Each student in the Secondary School will be issued a student planner by their Homeroom Advisor.
The main purpose of the planner is for a student to organize their time. If the planner is lost a new one
can be purchased from the Registrar for RO.1.000.
Planners are meant to be a part of the time management skills we instill in our students. Planners should
serve as reminders for homework that needs to be completed. Planners should also serve as
communication links between the school and the home. Parents are expected to be aware of homework
their son/daughter is engaged in and to support that learning by providing a space in the home that is
conducive to the student’s study needs.
During the month of September, the advisor will check the planner every week. Parents are also asked
to sign the planner once a week during the first term. After September, the advisor and individual
teachers will decide if the student's planner needs to be checked. The planner can be a means of
communication between individual teachers and parents as well as a way of monitoring your child's
homework. Parental cooperation is essential if the planner is to be productive.
BOOKS AND MATERIALS
All students will be issued with textbooks and materials for their various subjects at no cost.
Accountability for subject materials is considered an important responsibility for each student.
If a student loses a book, he/she will be billed for the replacement cost, plus an administration fee.
Students may be charged for excessive damage to textbooks. In the event that school text or library
books are not returned, the school may withhold the student’s report card until the book is returned or
paid for.
All students are expected to provide their own pencils, pens, crayons, mathematical equipment, files
and file paper as required. Items brought to school should be clearly marked with the student's name.
EXERCISE BOOKS
The subject teacher usually provides exercise books. If lost, students will be charged a replacement
fee.
USE OF ABA TECHNOLOGY
With adult supervision, and for strictly educational purposes, students have access to the school’s
computer network through workstations available in the library, the computer labs, and in classrooms.
Windows XP is the standard operating system. Most of the workstations have the capability to run
Office 2007 applications. Students who expect to work on both the school and their home computer
20
systems should be aware of this and correct for potential compatibility problems. Rules for responsible
use of school computers are printed in the student planner.
IT facilities are for educational use only. Recreational use of any kind, including the playing of PC
based games, downloading or participating in online games and recreational use of e-mail is not
allowed. Use of the Internet and other electronic communication services is a privilege and not a right.
Inappropriate use will result in termination of that privilege and will subject a student to school
disciplinary action.
Specifically prohibited unethical activities include:
a) Sending, saving or displaying offensive messages or pictures, or accessing, uploading,
downloading or distributing pornographic, obscene or sexually explicit material;
b) Violating copyright laws (including copying and transmitting document, software, music
and/or video files without license; and plagiarising - copying and presenting as one’s own, the
work of others found on the global internet or local intranet);
c) Accessing, downloading or transmitting any material in violation of any law of the Sultanate of
Oman; or distributing material protected by state or federal laws;
d) Hacking or attempting to gain unauthorized access to the files or network services of any
organization or individual, including the account of another student.
TECHNOLOGY USAGE POLICY
Laptop Computer Acceptable Use Policy
Students at ABA may bring laptops to school for their academic work with the permission of their
subject teacher. However, the school does not provide hardware or software support services to
students bringing in their laptops. Students bring in laptops at their own personal risk and the school
cannot be held responsible for any damage to or loss of laptops. Students should store laptops with the
teacher or administration unless in use in class.
As of now, ABA does not have a public wireless network in place for students to access the Intranet. If
access to the Intranet or ABA storage servers is required, users need to be logged in to one of the
networked school computers.
Students are strictly prohibited from bringing in Ethernet cables and connecting their laptops to the
school network through the wall outlets provided in most of the rooms. These wall outlets are used
only to connect school computers to the network.
The school provides a set of guidelines for security and acceptable use and violations of these
guidelines will be handled appropriately by the school administration. All students at ABA must
understand that computers and other electronic devices should be used with good judgment, common
sense and integrity.
*During the school year 2012-2013 the ABA campus will become a wireless network. Details of
the acceptable use policy that will come into force can be found in Appendix 5.
LIBRARY
The ABA Libraries provide a calm and well resourced space for students and staff to undertake
research, do recreational reading, and work on projects with the support of a Teacher Librarian.
Students can use and access resources and complete homework using internet connected PC’s, with
full Library catalogue functions. The Secondary Library has a wonderful selection of resources in a
variety of formats: reference, non-fiction and fiction collections, English Language readers, a growing
world languages collection, electronic books, teenage and curriculum based magazines and video and
21
DVD collection for staff classroom support. All students can borrow up to 6 items for 2 weeks, with a
2-week renewal period (except the AV and reference resources). Students have access to the Library
during booked lessons to undertake recreational reading and research from 7.30am - 3.30pm Saturday
to Tuesday and from 7.30 - 2.30 on Wednesdays. Some students undertake community service in the
Library during breaks and in the afternoon.
STUDENT COUNCIL
Two Student Councils, one each for grades 9 - 12 and grades 6 - 8, provide leadership opportunities
for ABA students. Each council has a faculty supervisor who advises the organization on its role and
responsibilities. The councils assess the morale and social life and can communicate the needs of the
student body to the faculty and administration. The Student Council, in conjunction with the faculty
advisor, can plan events and programmes that would be of interest to the students and the school
community.
FIELD TRIPS
Field trips are an integral part of the educational process. Students participating in school-sponsored
activities must have teacher permission to be absent from a class and a signed permission slip from
parents. Students who have encountered disciplinary problems or who have a record of excessive
absences may be prohibited from participating in such activities. Students are responsible for make-up
work and evaluations in classes that they miss.
LOCKERS
Students in grades 6-10 are assigned lockers to store their materials. Students in grades 11 and 12 can
elect when/how to use a locker. Students in grades 10-12 must provide their own lock, which should be
a good quality combination lock. Students in grades 6-9 will be supplied with a combination lock by
the school.
BAG TAGS
All students are required to have a clearly visible and appropriately marked ‘bag tag’ on any bag,
including PE bags and lunch boxes, they carry. Special ABA bag tags are issued to all students at the
start of the school year. Should replacements be required students can collect them from their Advisor or
from the Administration Office.
RECREATIONAL BREAKS & CAFETERIAS
Within the daily schedule there are two break periods for all students. (Staff members are on duty at
every recess period for supervision of all grade levels). Refer to pages 32/33 for detailed listings of
break times. Students may bring drinks and snacks with them from home for consumption during their
recess or break periods. Care should be exercised to avoid items that can be easily spoiled or broken in
transit. There are two cafeterias where food can be purchased during break times; one to serve grades
9-12 and the other to serve Elementary grades 2-5 and grades 6-8. The cafeterias operate on a coupon
basis. Coupons can be purchased from the cafeterias between 7:30am and 11:30am. Shaded areas on
the campus are provided, where students can sit to eat.
ABA is working towards becoming an environmentally-friendly campus. We already have a certain
amount of recycling in place; paper and card, plastic bottles, aluminium cans and ring-pulls are all
recycled. In the academic year 2012-2013 we plan to phase out the sale of bottled water on campus.
Water dispensers will be available all around school and, by October, every ABA student is expected
to have his/her own re-usable water bottle as a part of their school resources and tools. In this way we
can make the transition to an environment free of disposable plastic no later than December. We
therefore ask you to ensure your child has her/his own non-disposable water bottle for use on campus.
22
LOST AND FOUND
A lost and found box is located under the stairs at the rear entrance to the cafeteria in the
administration building. Please check with the Receptionist for lost valuables. Unidentified items are
turned in to the lost and found box. Students are expected to have all personal items labelled with
their name.
TELEPHONES
Students are not permitted to bring mobile phones in to school without written permission from
the Superintendent. Students who bring a mobile phone to school without prior permission will have
the phone confiscated until a parent comes to school to collect it.
Students may use school telephones for local emergency calls, but only with the permission of the
office staff.
TRANSPORTATION
The school does not provide transport for students to and from school, nor does it coordinate private
"car pools". Common transport may be privately organised. Although the school is not directly
responsible for such arrangements, ABA students travelling to and from the campus are expected to
reflect the highest standard of behaviour.
MOPEDS/MOTORCYCLES
Students may not ride mopeds to/from the school without written permission from the Superintendent.
Any request for permission must be accompanied by documentation showing that relevant training has
been successfully completed.
CAR PASSES
Parents wishing to drive a car on campus must apply, for an ABA car pass. The pass must be shown at
the school gate and should be displayed in the car windscreen when parked.
VISITORS
After first visiting security at the main gate, all visitors are asked to report to the Administration Office
upon entering the campus. Students may bring a visitor to class for one day, but only if they have
previously sought permission from the relevant Principal who will sign a Guest form, after which the
teachers concerned will sign the form to acknowledge their agreement. The completed form should be
returned to the relevant Principal. Approval may be denied if circumstances are not appropriate.
Generally, visitors should be family members or friends, in the same age range as their host, visiting
from overseas. Guests may not attend school on the first and last days of a school term or during an
exam week. Guests are required to dress neatly and abide by the ABA code of conduct. Guest forms
are available in the Administration Office.
Entry to the campus via the Secondary Building is for staff and students only. The entrance is open
from 07:00 – 07:40 and 14:00 – 14:30 only.
SALE OF SCHOOL CLOTHING
The campus clothing store sells the following items:
(a)
ABA white, dark blue, light blue and yellow Polo T-Shirts – R.O. 4.000
23
(b)
Physical Education: ABA Vipers T-shirts - All sizes – R.O. 4.000
(c)
Sweatshirts with school logo in navy or grey - All sizes - R.O. 6.000
(d)
Physical Education shorts – navy R.O. 4.000
(e)
Various ABA logo hats available – R.O.4.500
EXTRA-CURRICULAR ACTIVITIES
The school offers a wide range of activities outside school hours. These range from athletics to
yearbook, badminton to volleyball, and many others. There are a wide range of activities to choose
from during the school year. An updated list of activities will be provided with the weekly Newsletter
and on the school website.
The programme on offer varies seasonally, at the mercy of the weather, as well as from year to year
depending on supply and demand. A few of the more specialized clubs require a fee, such as ice
skating, but most are provided within the school framework at no extra charge.
The success of each activity depends very much on the enthusiasm and commitment of the students
and their parents. Students are encouraged to attend at least one activity per term.
MIDDLE EAST SOUTH ASIA CONFERENCE (MESAC)
The school is a new member of The Middle East South Asia Conference (MESAC) as of the start of
the 2012 - 2013 school year. The MESAC philosophy is dedicated to coordinating a range of sporting
and other activities through inter-school collaboration. Participants in MESAC tournaments benefit in
many ways. Apart from competing in their particular activity, students experience staying with
another family.
Students taking part in MESAC events, as with other extra-curricular activities, should realise that it is
a commitment. The tournaments are scheduled a year in advance and, once committed, students must
follow through with a sometimes-demanding training programme. This is usually over an eight-week
period. Experience has shown that MESAC events are very popular and enjoyable. The school has
laid down eligibility criteria for students taking part in MESAC events as it is considered a privilege to
be selected.
ELIGIBILITY REQUIREMENTS FOR PARTICIPATION IN MESAC TEAMS
All schools taking part in MESAC events recognise the value of high standards in sports and other
activities. Participation involves commitment but not at the expense of academic standards in school.
Participation in MESAC events must therefore be earned. Students are generally selected after try out
sessions about two months prior to the tournament. At this time they should be aware that there are
strict eligibility criteria, which must be met. These are:
Demonstrated academic progress and success.
No significant disciplinary problems as determined by teachers, coaches and administration.
Regular attendance at practices, even when participation is not possible due to injury. Students
may be released to take part in other school events at the discretion of the coaches.
Compliance with all MESAC rules as stated in the MESAC Handbook. Students and parents must
sign a list of MESAC rules shortly after try-outs.
Below are the guidelines regulating student travel on school sponsored athletic/activity trips. These
guidelines were adopted to ensure students are allowed ample opportunity to participate in activities
24
that require them to be absent from school, while maintaining the continuity of their academic
program.
General guidelines for all ABA sponsored trips are:



A maximum of three trips per year
10 schools days missed in total per school year
Normally no more than one trip per quarter
Students will be required to communicate their travel plans using the Extended Absence Form, to their
teachers at least two weeks before the travel date. These forms must be returned to the Coach or the
Activities Director. Cases in question will be reviewed at the discretion of the Secondary School
Principal.
Dates for MESAC events for this school year are:
MESAC Varsity Volleyball - Doha
14 - 18 November
MESAC Junior Varsity Volleyball – DAA - Dubai
14 - 18 November
MESAC Swimming - ACS
14 - 18 November
MESAC Academic Games - ASD - Dubai
14 - 18 November
MESAC Grades 6-8 Arts Festival - Dubai
16 - 18 November
MESAC Junior Varsity Soccer - Doha
6 - 10 February
MESAC Junior Varsity Basketball - ACS
6 - 10 February
MESAC Senior Arts Festival - AES
7 - 11 February
MESAC Varsity Soccer - ABA
13 - 17 February
MESAC Tennis - ASD
13 - 17 February
MESAC Varsity Basketball -DAA
13 - 17 February
MESAC Cross-country - AES
14 - 17 February
MESAC Forensics - ABA
17 - 21 April
MESAC JV Softball - Doha
17 - 21 April
MESAC Varsity Softball - ACS
17 - 21 April
MESAC Track - Dubai
18 - 21 April
MESAC Badminton - AES
18 - 22 April
POLICY ON RETURNING FROM OVERSEAS FIELD TRIPS
Students are required to return to school from overseas trips ten hours after they land in Muscat or at
the start of the next school day, whichever is sooner. One hour can be added to the expected return
time for every full hour the flight is delayed. It is the responsibility of the accompanying faculty
member to inform the Secondary Principal of any delays before 7:00am on the morning they are due
to return.
Students returning from overseas trips are not to be set any tests/quizzes or assignments on the day of
their return. Students are to be given a one-day grace period to hand in assignments or to write tests or
quizzes.
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VIII ATTENDANCE REGULATIONS
Good attendance is of primary importance for the educational development of each student.
Instruction, discussion, and activities missed during absences cannot be totally made-up or recaptured.
A student should never be absent unless it is absolutely necessary. Please see relevant section for
regulations governing attendance in the Secondary School.
ABSENCES
In the event of sudden illness or family emergency, student attendance may be excused. However,
when a student is absent from school, it is the responsibility of the parent to inform the Administration
Office by phone on 24603646, 24605287, to report the absence. On the day the student returns to
school he/she must have a letter indicating the duration and reasons for the absence signed by their
parents. This must be shown to the Advisor. If no notification is received the absence will be regarded
as unexcused. Assignments handed in late due to excused absence will only be accepted by the teacher
once the reason for the absence has been verified.
If a student is absent more than nine times in a semester, a meeting with the parents and the
Advisor, Counselor or relevant administrator will be scheduled.
PLANNED ABSENCES
Parents who intend to have their children miss school for a day or more should make a formal request
for leave to the Secondary School Principal at least one week in advance of the planned absence. If
granted leave, the student concerned should arrange for make-up work with their teachers. Please note
that all absences, excused or unexcused, count against the total allowable in any semester.
PARENTS OUT OF COUNTRY POLICY
If both parents are scheduled to be out of the country, the school must be notified and contact details of
individuals responsible for their child’s welfare must be provided. The school may contact parents and
ask them to return to Muscat.
MAKE-UP WORK
For each day of absence, due to illness or other non-ABA related activity, a student will have two days
to make up their work. It is the responsibility of the student to request make up work. Make up work
not completed in the scheduled time will result in 'F's on those assignments.
TARDINESS
Students are expected to arrive to class on time. Lateness is extremely disruptive to class lessons and
discourteous to both the teacher and fellow students. Repeated patterns of tardiness will be dealt with
as a discipline problem by teachers and administration.
Any student arriving at school after the registration period (7:40 a.m.) must sign in at the
Administration Office before going to class.
If a student is chronically tardy, a meeting will be scheduled with parents and the student.
PUNCTUALITY UPON ARRIVAL AND DEPARTURE
Parents are reminded that students are to be brought to school on time. It is equally important that
children be collected from school on time.
26
AFTER SCHOOL HOURS
Students are requested to vacate the school grounds at the end of the day dismissal time unless they are
accompanied by a teacher or are taking part in school-related activities. After 2:30 p.m. there is no
scheduled supervision on ABA's campus, except for school-related activities.
CLOSED CAMPUS POLICY
The ABA runs a Closed Campus Policy. Once students arrive on campus they must remain at school for
the duration of the school day unless they receive administrative permission to leave.
Should parents wish to take their children out of school during the school day they must notify the
Administration in writing. Students given permission to leave campus must sign out at the
Administration Office. When the student returns to school on the same day, he/she must check in with
the Administration Office to receive a pass to be admitted to class.
AFTER SCHOOL EVENTS AND STUDENT SOCIALS
Students are encouraged to participate in events and socials throughout the year. Only ABA students are
permitted to attend, no guests are permitted. Punctual collection of students at the end of schoolsponsored events is especially requested. Chaperones are severely inconvenienced by late pick-ups.
Students not in attendance during school hours will not be permitted to participate in any after school
event or social.
ABSENCE FROM PHYSICAL EDUCATION
If a student is unable to participate in PE for a genuine medical reason, an explanatory letter is
required. A medical certificate should support this if the exemption is for an extended period. Letters
should be given to the physical education teacher.
PHYSICAL EDUCATION DURING RAMADAN
Consideration is given to all students who are fasting during Ramadan. Those students will be
allowed to participate in an alternative PE programme arranged by the PE staff. Parents please
provide written notification to PE staff if your son or daughter will be fasting.
IX
DISCIPLINE
Staff who observe inappropriate student behavior may first attempt to restore order and, if necessary,
bring the matter to the attention of the Secondary administration team.
Teachers may issue detention notices to students through the Homeroom Advisors as penalties for
chronic incomplete homework assignments and similar classroom infractions. The Homeroom advisor
may also issue detention notices directly to students for excessive tardiness or unexcused absences.
Students and parents should be aware that at ABA the Homeroom Advisor is the initial focal
point of the disciplinary/pastoral care system.
Disciplinary Conference
Students who repeatedly misbehave, receive detention notices, or whose conduct has been
inappropriate, will be called to a disciplinary conference with the Secondary Principal. Parents may be
required to attend such a conference.
27
Detention
Supervised detention will be held once a week, during which time the student will complete work set by
a member of staff. The school assigns detention by sending home with the student (at least 24 hours in
advance) a detention notice. This detention notice must be signed by the parent(s) and returned to the
Homeroom Advisor. A copy of the detention notice will be filed in the student's record and the
administration will be notified.
Suspension (In school & Out of School Suspension)
A student may be suspended by the Superintendent from all school activities immediately and without
prior notice to parents. Parents will be informed of the suspension by the Principal and/or the
Superintendent; confirmation of the sanction will be given in writing with reasons for the action. While
on suspension a student must:
 Arrive on time
 Meet with the Administration
 Engage in a meaningful project
An initial suspension may not exceed five days, unless a longer or indefinite suspension is approved
within the first five days by the Board of Directors. A student suspended from school must be collected
from and returned to school by a parent or guardian. During the period of absence from school, a
student is not permitted to attend any classes, to participate in any extra-curricular activities and social
events or to return to the school premises for any reason. On returning to regular classes at the end of
the suspension period, a student will be readmitted only after discussion between the parent, student
and the administrator involved. During the days of suspension, all schoolwork will be marked as zero.
A student may make up work missed, and materials that he missed may be available to him, but no
grade will be awarded for this work.
Expulsion
Expulsion is for the most serious offences or for repeated infractions of school regulations. Expulsion
forms part of the permanent record of the dismissed student.
Harassment
ABA will not tolerate any form of harassment. If a student is being harassed, the student’s Advisor,
the Counselor or Secondary School Principal should be informed immediately.
FORBIDDEN ITEMS
The following items are forbidden at school and will be confiscated:
- Mobile telephones
- MP3 players
- chewing gum
- matches and lighters
- weapons
- any other item the administration deems unacceptable or inappropriate
The possession of tobacco products, alcohol, noxious or illegal substances incurs automatic
suspension from school.
DRESS CODE
ABA does not have a "uniform", but has adopted established dress guidelines, which attempt to
provide a sense of school identity, recognize climatic and cultural restrictions, and yet offer some
28
flexibility. Students are expected to take responsibility for their attire based on these guidelines
and come to school dressed in an appropriate manner with a well-groomed appearance.
All clothing should be loose fitting and plain (i.e. no embroidery, large logos, excessive rivets,
large/ numerous pockets etc)
All ABA students from grades 6 -12 wear an ABA polo shirt. These available from the ABA shop.
Boys
i. Boys in Grade 9 -12 are expected to wear plain navy blue, black or khaki long
trousers. No jeans or sweat pants. Boys in Grades 6 and 7 may wear plain blue, black
or khaki shorts or long trousers.
ii. Trainers, sandals or sneakers may be worn. For safety reasons flimsy, unsecured
sandals are not allowed.
iii. Boys in grades 8 - 12 may wear appropriate shorts on Mufti days.
Girls
i.
Plain navy blue, black or khaki skirts, culottes and pinafore dresses are allowed.
Skirts and culottes must be worn at or below the knee. Trousers may be worn. No
jeans or sweat pants.
ii.
Trainers, sandals and sneakers may be worn. For safety reasons heels cannot be
higher than 5 centimeters and flimsy, unsecured sandals are not allowed.
iii.
Make-up - Light, discreet makeup may be worn.
Boys and Girls
i.
Small discreet studs are allowed in ears. Facial jewelry is not permitted. ABA
accepts no responsibility for any jewelry brought to school.
ii.
Provocative or unusual hairstyles or colouring are not considered appropriate for
school. Hair length should not interfere with the learning process. Appropriate hair
length will be at the discretion of the Administration.
iii.
Provocative or extravagant clothing will not be permitted.
iv.
Hats should be worn outside as sun protection but are not to be worn indoors.
v.
In cooler weather, students should wear ABA or plain blue, white, black or grey
sweatshirts.
DRESS CODE VIOLATIONS
It is the responsibility of the student to adhere to the ABA dress code. Parents will be notified and
requested to bring the appropriate apparel to school or to pick up the student. If the parent cannot be
contacted, the student will not be permitted to attend classes for the remainder of the day.
29
PHYSICAL EDUCATION - DRESS CODE
For PE, students need white or dark blue shorts and ABA Vipers T-shirts and white-soled gym shoes.
Swimming costumes are required as part of the PE programme. Girls must wear a one-piece bathing
suit, and boys must wear a racing-type suit, or proper swim trunks. Swim trunks must be short (upper
thigh), not baggy, without pockets, and with a string and a liner: i.e. no PE shorts, boxers, or beachwear
- this is to prevent injury and enhance performance. As students must keep their eyes open for proper
swimming, and the normal amount of chlorine that is in any pool can irritate eyes, therefore swim
goggles are strongly recommended.
All students are expected to shower after a PE lesson and will therefore require a towel.
Note: The school accepts no responsibility for loss or damage to jewellery whilst on school premises
and strongly recommends that students place valuable items in a locked locker or do not wear jewellery
to school, especially on days when they have PE. All clothing and personal items should be marked with
the student's name.
MUFTI DAY
Approximately one day a month the dress code is relaxed to enable the student council to raise funds.
Each student who chooses to wear “mufti” pays 200 Baisas. All students are expected to dress in an
appropriate manner, collarless T-shirts are acceptable provided any printed logos/designs respect local
standards of decency. No excessive jewelry is to be worn. It will be up to the Homeroom Advisors
discretion as to what is unsuitable or excessive.
PUBLIC SHOW OF AFFECTION
Any public show of affection such as hand-holding, walking arm-in-arm, and walking with arms around
waists is unacceptable. Parents will be contacted and expected to support the school’s position.
X HEALTH SERVICES
The school employs a full-time Registered Nurse whose primary role is to support student learning. The
nurse is located in the health office in the Administration Building. The school nurse’s responsibilities
include:
-
Providing acute, chronic and emergency care
Assessing student health status; health appraisals
Activities and education to promote health and safety
Identifying problems and making referrals
Medication administration
School/community/health care provider liaison
All parents of students enrolling in ABA are required to complete the Student Health Record and
provide documented proof of immunizations. The signature of parents/legal guardians is required to
provide consent for the school to seek medical assistance in the case of an emergency. It is school
policy and practice to call a parent immediately if a child requires urgent medical assistance. In cases,
where contact is not possible, ABA will transport the student to one of the following hospitals
(Khoula, Muscat Private and/or Royal Hospital). The cost of any medical consultation or treatment
is the responsibility of the parents.
If your child is ill, and running a fever, please do not send them to school. If your child stays at home,
it is the responsibility of the parent to inform the school. (See Absences, page 25)
30
ACCIDENT REPORTING
Any accident and/or injury sustained by a student must be reported to the school nurse. If necessary,
the school nurse will complete an Accident Report form.
Procedure:
Advance medical care is required if:
- injury involves severe bleeding
- injury involves head neck and /or spine
- injury has impaired walking/breathing
- you suspect multiple musculoskeletal injuries
In any of the above events, the student should not be moved until seen by the school nurse and/or a
teacher trained in first aid.
The parents, legal guardians, will be contacted immediately. If unable to contact the parent, the
student will be transported to a hospital i.e. Muscat Private, Khoula and/or Royal.
Minor Injuries (Non-Life Threatening)
1.
2.
3.
4.
5.
6.
7.
If able, students should report to their classroom first and inform the teacher. The
student should then report to the health office.
The school nurse will assess the student’s condition.
Non-prescription medication may be given for fever, cold, cough or allergy.
Student is allowed to rest for one period, and is observed.
Student either returns to class or the school nurse will contact the parent to pick up their child.
(A student pass is completed by the nurse)
Incident is recorded in the logbook.
All students must wait in the nurse’s office until they are picked up by parent/driver.
Moderate/Severe Injuries
1.
2.
3.
4.
5.
6.
7.
Student reports or is transported to health office.
Student’s condition is assessed and emergency care provided.
Parents will be contacted.
School nurse will determine if more advanced care is needed.
Parents and/or school nurse will transport student to a medical facility.
Incident will be documented.
Accident form completed.
XI OPPORTUNITIES FOR PARENTS
PARENT-TEACHER ASSOCIATION (PTA)
A Parent-Teacher Association, which seeks to foster goodwill among its membership, and to organise
social events to raise funds for the school, has been formed at the ABA. All parents and teaching staff
are automatically members of the PTA. An executive committee is elected annually by the membership
to coordinate PTA events. Parents and staff interested in assisting the PTA should contact the school for
further details.
PTA COMMITTEE
Chairperson
Vice Chair:
Secretary:
: Poonam Rishi
: Andrea Passmore
: Becky Smith
31
Treasurer:
Homeroom Parent Coordinator
High School Rep
Middle School Rep
Elementary School Rep
ECE Rep
:
:
:
:
:
:
Medinna Jackson
Priya Wilmore
Alison Al Maskari
Marinda Van Der Merwe
Jinane Helou
Louise Byrne
BOARD OF DIRECTORS
Parents are strongly encouraged to offer their services as part of the Board of Directors of ABA. Any
member of the parent body who is not an employee of the school may seek election to the Board. Any
interested person should contact the current Chairman of the Board or the Superintendent.
VOLUNTEERS
Parents are encouraged to become actively involved in ABA. Those willing to volunteer their services,
e.g. assisting in the classroom, library, laboratories or administration, should initially contact the
Secondary School Principal.
PROCEDURES FOR DEALING WITH PARENTAL ENQUIRIES AND CONCERNS
Every attempt will be made to communicate with parents regarding every aspect of their child's
academic and social progress through the medium of quarterly official grades and academic progress
reports, notices of academic difficulty, special mail-outs, messages via the weekly Newsletter and by
using more unofficial channels such as telephone conversations.
However, the very nature of our transient community and the great diversity of parental expectations
will inevitably cause special concerns and occasional problems may emerge. Most can be dealt with
effectively by following these few simple guidelines:
Teacher Contact
For routine matters relating to your child's academic progress and classroom activity, please bring
your concerns to the attention of the classroom teacher. If the concern is more of a social or
behavioural nature, then the Homeroom Advisor or counselor should be contacted first.
All teachers make themselves available to deal with parent concerns - on an emergency basis if
needed. Since teachers are obviously busy in the classroom for most of the day, parents are asked to
make an appointment for a time that will enable the problem to be discussed unhurriedly in an
effective manner. This will usually be outside normal school hours and can be arranged either by
corresponding with the teacher by email or telephone. If the latter, it will normally be easier to
arrange a meeting through the Administration Office.
Contact with the Secondary School Principal
The Principals have delegated authority to deal with all operational aspects of the daily academic and
social life of the ABA. Direct contact with the Secondary School Principal should be made in one of
the following circumstances:
(a) the matter concerning your child has been discussed with the teacher concerned and your
child’s advisory teacher and satisfaction has not been obtained
(b) the matter concerning your child is judged by the parent to be of a serious enough nature to
warrant immediate action by the administration (i.e. by-passing stage 1 above)
32
(c) the concern is not related directly to the normal classroom learning situation but is of a
general curricular, behavioral or daily school organisation nature
(d) there is a sudden emergency situation, but one which in your judgment will not result in
extreme consequences.
Contact with the Business Manager
This should be done in all cases dealing with routine financial matters.
Contact with the Superintendent
The Superintendent will normally be aware of most serious concerns brought to the Secondary School
Principal through discussions at the regular weekly meetings of the administrative team. If it is felt
that her involvement is required, even without a request from a parent, this will happen.
Other circumstances in which the Superintendent may be involved in parental concerns are:
the matter has already been brought to the attention of the Secondary School Principal and, in the
opinion of the parent, it has not been resolved satisfactorily or not been dealt with at all,
the matter is not related to the routine operation of the academic programme and social life of the
school,
the matter is more than a merely routine financial one,
the matter is of a truly very serious, dangerous, threatening or urgent nature requiring immediate,
high-level administrative action,
the matter requires an interpretation of school policy,
the Parent-Teacher Association Committee requests action on a matter of general concern,
the Board of Directors, collectively or through the Chairman, demands action.
Contact with the Board of Directors
Parental approach to the Board is regarded as a last recourse. Consequently, the Board of Directors,
acting collectively will deal with a parental concern only in the following circumstances:
(a) the matter has been brought to the attention of the Superintendent, and in the opinion of the
Superintendent, the matter requires the Board’s intervention
and/or
(b)
the matter is presented to the Board Chairman, whereby he determines whether the matter is in
need of the full Board’s attention
Procedurally the Chairman will then consult with the Superintendent with a view to resolving the issue
and taking appropriate action. Should this not be possible or if the chairman feels that the full Board
should be consulted, the matter will be placed on the agenda for the next Board meeting.
HAVE A GOOD 2012 - 2013 SCHOOL YEAR
33
GRADES 6 - 8 STUDENT
INFORMATION
34
Page No.
GRADES 6 - 8 STUDENT INFORMATION
Grades 6 - 8 Advisors
Grades 6 - 8 Courses
Home Learning
Academic Honesty
Examinations
Awards
Student Attendance
Leaving Campus
…
…
…
…
…
…
…
…
36
36
37
37
37
38
38
38
Student Services
English as a Second Language (ESL)
Special Learning Needs (SLN)
Social Events
Appendices
…
…
…
38
39
47
Acknowledgement Slips
…
60
35
GRADES 6 - 8 HOMEROOM ADVISORS 2012 – 2013
Mrs. Philomena O’Neill
Ms. Jade Xia
Mrs. Natasha Papirnik
Ms. Fiona Mason
S23
Art Room
S24
S25
Grade 7/1 MKK
Grade 7/2 MEm
Grade 7/3 DD
Grade 7/4 RD
Mrs. Melanie Kozak-King
Mr. Mark Emery
Mr. Darren Deschamps
Mr. Rick Devine
S5
S6
S15
S7
Grade 8/1 DK
Grade 8/2 PP
Grade 8/3 EPT
Grade 8/4 RGT
Mrs. Dianne Keage
Ms. Pascale Pereira
Mrs. Elizabeth Taylor
Mr. Rodney Taylor
SG24
SF7
S37
SF8
Grade 6/1
Grade 6/2
Grade 6/3
Grade 6/4
PO
JX
NP
FM
GRADES 6 - 8 COURSES
(Students are placed in mixed ability groups for classes.)
Grade 6 Course Load
Academic Department
English and Drama
Mathematics
Science
Humanities
Creative Arts
Technology
Modern Languages
PSE
Physical Education
Course Title
English and Drama
Mathematics
Science
Humanities
Art
Music
Design Technology
French or Arabic as a second language
Personal & Social Education
Physical Education
Advisor Session
TOTAL
Periods per week
6
5
5
5
2
3
2
5
2
4
1
40
Grade 7 Course Load
Academic Department
English and Drama
Mathematics
Science
Humanities
Creative Arts
Technology
Modern Languages (1only)
PSE
Physical Education
Course Title
Periods per week
English and Drama
6
Mathematics
5
Science
5
Humanities
5
Art
2
Music
2
Design Technology
2
French or Arabic as a second language
5
Personal & Social Education
3
Physical Education
4
Advisor Session
1
TOTAL
40
36
Grade 8 Course Load
Academic Department
English
Mathematics
Science
Humanities
Modern Languages
Creative Arts & Technology
Technology
Physical Education
PSE
Course Title
Periods per week
English
6
Mathematics
6
Science
5
Humanities
5
French or Arabic or Spanish
4
Art
2
Music
2
Design Technology
2
Physical Education
4
Personal & Social Education
3
Advisor Session
1
TOTAL
40
HOME LEARNING
Home learning provides a natural opportunity for parent, child and teacher to work cooperatively. It can
be a two-way window that reflects how the school supports the child and, in turn, how the parents
nourish the child at home. There are four types of home learning students may find themselves engaged
in:
1. Practice – reinforcing familiar skills
2. Work completion – finishing work assigned in class
3. Preparation or study – reading and reviewing, organizing and memorizing material
4. Extension, creative learning, or enrichment – building on already successful learning, offering
processes, ideas, and information in new ways.
Managing home learning is one of the major challenges facing many adolescents. Learning to manage
time effectively is considered an important skill in the MYP. Please contact your child’s advisor if they
are having a difficult time managing their homework assignments.
ACADEMIC HONESTY
Defined as the unacknowledged use of words or ideas that are not those of the student - is unacceptable
and any work which is plagiarised will receive a failing mark. Malpractice in coursework submitted for
the IB examinations will result in disqualification.
A copy of the Academic Honesty Policy can be found in Appendix 1.
EXAMINATIONS
Scheduled examinations for grade 8 only are held at the end of the second semester. Scheduled
examinations will take place in the following subjects:
English, Mathematics, Science, Humanities, Modern Languages and Music
It is expected that all students take May/June exams. Parents must prioritize their vacation schedules
to ensure their children are in school.
The May/June exams will focus primarily on semester 2 work but may also include applicable and
relevant information from semester 1.
In the event that a student is not able to be present for semester examinations, “NG” (No Grade) will
be entered for the examination grade, and their semester grade will be calculated accordingly.
37
A copy of the Assessment Policy can be found in Appendix 3.
AWARDS
End of Year Awards
Grades 6 - 8 Citizenship Award: Presented to the student who has displayed high academic
achievement and has exhibited the following character traits: positive attitude, leadership, courtesy,
respect for others and integrity. The faculty and administration select the recipient.
IB Learner Profile Awards: All students are recognized for their accomplishments in pursuit of the
IB Learner Profile. Additionally, one student from each class is recognized for their overall
demonstration of the characteristics of the Profile.
STUDENT ATTENDANCE
The School's instructional programme is based on the assumption that students will attend school
regularly. Daily class attendance is a condition for fulfilling credit requirements, course completion
obligations and general academic progress at the school. Class credit is earned by the student’s
participation in class through discussion, written work, and assessment.
Since regular or insufficient attendance is regarded as jeopardising the student’s academic success, the
Superintendent is authorized to take the following action, if deemed appropriate:
(a)
Grades 6-8 cumulative attendance of less than 70% over a school year is grounds for denial of
promotion from one level to the next.
(b)
Absenteeism without plausible cause that is greater than 50% in any one semester is grounds
for asking the parent to remove their child from ABA. Policies in relation to fee reimbursement
would apply in such cases.
LEAVING CAMPUS
Students in the Grade 6 - 8 are not permitted to leave the school campus during the school day without
parental permission and, then must sign out at the Administration Office. When the student returns to
school the same day, they must check in with the Administration Office to receive a pass to be admitted
to class. Students participating in after school activities must also remain on campus.
STUDENT SERVICES
ENGLISH LANGUAGE LEARNERS
This programme is open to non-native speakers who, based on teacher recommendation, need extra help
with spoken or written English. The students are taught in small groups, which are either withdrawn
from a class, or alternatively, the ELL specialist joins the class lesson and helps those students directly
with the curriculum. In either case the objective is to reinforce basic English skills and vocabulary in
order to integrate the student as an independent learner into the mainstream classroom.
The ELL specialist establishes a consultative framework between teachers and parents and ensures that
the changing needs of the ELL student are monitored and addressed.
After discussion between the parents, class teacher and ELL teacher (and with the approval of the
administration) students may enter or leave these programmes at any time during the year.
A copy of the Language Policy can be found in Appendix 4.
38
SPECIAL LEARNING NEEDS (SLN)
This programme is available to all Grade 6 - 8 students who, based on teacher recommendation or
psychologist assessment or standardized tests, need help to develop learning skills necessary for success
in the mainstream classroom. Such skills might include organisation of time and personal effects, logical
organisation of information, reading comprehension, vocabulary, or writing techniques. The aim is to
foster appropriate coping strategies to produce independent learners as soon as is feasible.
The students are taught in small groups. In most cases the SLN specialist joins the class lesson and helps
those students directly with the curriculum.
The SLN Specialist establishes a consultative framework between teachers and parents and ensures that
the changing needs of the SLN student are monitored and addressed.
Parents have the right not to allow their child to receive special assistance, but in that case, they must to
sign a disclaimer stating that they refused the special needs assistance recommended.
After discussion between the parents, the class teacher and the SLN Specialist (and with the approval of
the administration) students may enter or leave these programmes at any time during the year.
A copy of the SLN Policy can be found in Appendix 2.
SOCIAL EVENTS
Social functions are established for the enjoyment of Grade 6 - 8 students. They are usually organised by
the Student Council and include open gym nights and discos.
Guidelines:
1.
2.
3.
4.
5.
Students absent during the day of the social event may not attend the social event.
Social events usually occur between 6 and 10 p.m.
Students should be collected promptly.
In the event of an emergency, parents will be contacted at home.
Any behavioural concerns will be reported to the Secondary School Principal and will
jeopardise further participation in social events.
ADVENTURE OMAN – Experiential Learning Program
In grades 6, 7 and 8 students are taken off timetable for 3-4 days in order to take part in oyr
experiential learning program. In grade 6 students go to the desert, in grade 7 to the coast and in garde
8 to a mountains/ wadi environment.
These curriculum based trips aim to link classroom learning to real life experience and develop
teamwork and holistic characteristics in our students. More details can be found in appendix 6.
39
GRADES 9 - 12 STUDENT
INFORMATION
40
Page No.
GRADES 9 – 12 INFORMATION
Grades 9 - 12 Advisors
Academic Programme
Course Changes
CAS
Attendance Regulations
Homework
Academic Honesty
Examinations
Examination Leave
External Examinations
Awards
Social Events
Counselling Services
Appendices
…
…
…
…
…
…
…
…
…
…
…
…
…
…
42
42
43
44
44
44
44
44
45
45
45
46
46
47
Acknowledgement Slip
…
60
41
HIGH GRADES 9 – 12 HOMEROOM ADVISORS 2012 – 2013
Grade 9 MA
Grade 9 ROC
Grade 9 JG
Grade 9 MGi
Ms. Melissa Akey
Mr. Roderick Collins
Mrs. Janique Gallivan
Mr. Mario Giraldo
SF3
S17
S11
SF12
Grade 10 AC
Grade 10 AP
Grade 10 JR
Grade 10 KT
Mr. Adam Cole
Mr. Allen Prosser
Mr. John Rider
Mrs. Katherine Trueman
Music
SG17
Drama
SG14
Grade 11 CEm
Grade 11 SEn
Grade 11 WF
Grade 11 CMc
Mrs. Catherine Emery
Mr. Sen K. Jose
Mr. Wayne Foster
Mr. Chris McDonald
Library
SF6
Art 1
S4
Grade 12 IC
Grade 12 GK
Grade 12 AW
Grade 12 LW
Mr. Ian Classey
Mrs. Gerry Kouwenhoven
Mr. Allan Wake
Ms. Leona West
SF2
S13
S3
SG13
ACADEMIC PROGRAMME
In grades 9 - 12 every student is deemed to be working towards the ABA Diploma, a US-style high
school diploma for which a minimum of 25 credits are required. These requirements are in effect for
students graduating after June 2007. The specific credit requirements for graduation are as follows:
Subject Areas
English
Mathematics *
Humanities
Science *
Modern Languages (in the same language)
Creative Arts**
Physical Education
Technology***
Research Project ****
Electives
Total
Minimum Credits Required
4
3 or 4
3
3 or 4
2
1
1
0.5
1
5.5
25
* Students must complete 4 credits in either Mathematics or Science. Students will choose which
subject they will complete the 4th credit in.
** May be satisfied by enrolling in any Creative Arts course (e.g., Drama, Art, Music, Theatre)
*** May be satisfied by enrolling in any Technology course (e.g. Design Technology,
Computer Science or ITGS). Students unable to meet this requirement will be expected to
successfully complete a competency project in grade 11 or 12.
**** Students must successfully complete either The Personal Project or The Extended Essay to
meet this graduation requirement.
42
Students in grade 9 and 10 follow nine courses, most follow the IGCSE syllabus within an MYP
framework. At the end of grade 10 a student may take the IGCSE examination in a subject they have
taken for two years. The following are grade 9 and 10 subjects:
Mathematics
Global Perspectives (History)
English Language
Environmental Management (Geography)
English Literature
Art
French
ICT
Design Technology (Non IGCSE)
Chemistry
Music
Physical Education (Non IGCSE)
Biology
Drama
Spanish (Non IGCSE)
Physics
Arabic (Non IGCSE)
Students in grades 11 and 12 follow the International Baccalaureate Diploma. The Diploma is an
optional extra qualification available to academically motivated and versatile students, who follow a set
of six challenging courses in a range of curriculum areas during grades 11 and 12, and fulfill certain
other requirements. Detailed information on IB courses and the IB can be obtained from the IB
Coordinator.
IB Courses (at Higher and/or Standard level) available at the ABA include:
Mathematics
English Literature
English Language & Literature
French B
Spanish B
Spanish ab initio
Biology
Physics
Chemistry
Environmental Systems & Societies
ITGS
Arabic
Economics
History
Geography
Visual Arts
Theory of Knowledge
Theatre
In grades 11 and 12 study periods are allocated to help students develop the independent study and
research skills, which will be needed in higher education. The library is available to students during
their study periods.
Grades 9 - 12 at ABA is thus based on worldwide university/college preparation and, indeed, most ABA
graduates (over 90%) proceed to higher education. The university advisor is at the students' disposal for
advice on university applications and course selection.
COURSE CHANGES
Course changes will only be made with a compelling reason to do. If a student in grade 9 - 12 wishes to
change one of their courses the must:
1) Initially discuss any possible changes with the Examinations Office.
2) The Examinations Officer will check implications for credit requirements, timetable, class sizes and
exams.
3) The student will be directed to discuss possible changes with the relevant individuals (teachers,
parents, university Counselor etc.)
4) The student will then return to the Examinations Officer to talk through the information they have
gathered. If a move appears possible and in the best interests of the student then:
5) The Examinations Officer will issue the student with an add/drop form and instruction them on who,
how, why, when this is completed.
6) The student will gather the required signatures and return the form to the Examinations Officer for
final checking and signature.
7) The Examinations officer will pass the form on to the Registrar who will make relevant changes in
the database.
8) Once all changes are made in the database the Registrar will inform the relevant teachers by email
and issue the student with a revised timetable.
43
No class change occurs until this process is complete.
CAS (Creative, Action, Service)
Every grade 11 and 12 student is required to participate in, and fulfill, all CAS requirements. Details,
support and advice will be given by the CAS coordinator and homeroom advisor.
ATTENDANCE REGULATIONS
Grade 9 - 12 daily class attendance is a condition for fulfilling credit requirements, course completion
obligations, and general academic progress at the school. Class credit is earned by the student’s
participation in class through discussion, written work, and examinations.
Since regular or insufficient attendance is regarded as seriously disruptive to the student's academic
success, the Superintendent is authorised to take the following action, if deemed appropriate:
(a)
In grades 9 - 12, cumulative attendance of less than 80% per course as measured
in instructional time, for any one semester, can result in the denial of course credit.
(b)
Absenteeism without plausible cause that is greater than 50% in any one semester is grounds
for asking the parent to remove their child from ABA. Policies in relation to fee
reimbursement would apply in such cases.
(c)
In the event that a student is not able to be present for Semester examinations 20% of their
final Semester Grade will be forfeited and their Semester Grade will be calculated
accordingly.
HOMEWORK
Homework assignments are utilized to assist the pupil to achieve satisfactory school progress and
develop desirable work habits. Through these assignments, parents can also become more aware of the
scope and sequence of the instructional programme. Assignments are an outgrowth of the work done in
the classroom, and sufficient instruction is given by the teacher to ensure that the pupil can work
independently. The type of assignment, and the time devoted to it are determined by the grade level and
age of the pupil. Assignments vary in length. Some will be of a long-range variety. There may be
some evenings when no homework has been assigned. All homework is checked/reviewed and the
student is appraised of his/her progress.
If a student is feeling undue stress as a result of excessive homework assignments, parents are
encouraged to contact the Homeroom Advisor and/or subject teacher immediately.
ACADEMIC HONESTY
Defined as the unacknowledged use of words or ideas that are not those of the student - is unacceptable
and any work which is plagiarised will receive a failing mark. Malpractice in coursework submitted for
the IB examinations will result in disqualification.
A copy of the Academic Honesty Policy can be found in Appendix 1.
EXAMINATIONS
Scheduled examinations are held at the end of the second semester of grades 9 and 11 and in
February/March of Grades 10 and 12 and make up 20% of that semester’s grade. It is expected that all
students take semester exams. Parents must prioritize their vacation schedules to ensure their children
are in school.
44
A copy of the Assessment Policy can be found in Appendix 3.
EXAMINATION LEAVE
Students in grades 10 and 12 who sit the externally-assessed IB and IGCSE examinations will be
allowed examination leave. The following regulations will apply:
1. All Grade 12 students are granted exam leave for the full duration of the examination period (dates
published beforehand). The library and senior study center will be available for their use and subject
teachers available for consultation and assistance in revision.
2. Grade 10 students taking IGCSE examinations are granted study leave for the exam period (as
specified by the administration).
3. During semester exams, students may attend only when they have an exam if they submit a letter
signed by their parents/guardians giving their permission.
Note:
All students coming to school during external examinations leave, to attend an exam or for
private study are subject to the ABA dress code.
EXTERNAL EXAMINATIONS
Students at the ABA have the option to take the following examinations:
International General Certificate of Secondary Education (IGCSE)
International Baccalaureate (IB)
Scholastic Achievement Tests (SATs)
Tests of English as a Foreign Language (TOEFL)
Preliminary Scholastic Achievement Tests (PSATs)
For advice on examination registration and preparation, please see the Examinations Officer or
Guidance Counselor.
AWARDS
End of the Year Awards
Academic Achievement Awards: Award presented to an outstanding student in each grade
and subject area.
Most Improved Student Awards: Award presented in each grade and subject area to a student who has
put forth an outstanding effort throughout the year.
Other Awards:
The ABA Award for International Understanding (Grade 12 only)
The Philippa Leggate Award for Citizenship
Sportsperson Awards (Male/Female)
Superintendent’s Medal of Honor
45
SOCIAL EVENTS
Guidelines:
1.
2.
3.
4.
5.
6.
Students absent during the day of the social event are not permitted to attend the social event.
Grade 9-12 students are invited
Social events usually occur between 7 and 11 p.m.
Students should be collected promptly.
In the event of an emergency, parents will be contacted at home.
Any behavioural concerns will be reported to the Secondary Principal and will
jeopardise further participation in social events.
COUNSELLING SERVICES
Homeroom Advisors, the Secondary School Principal, Assistant Secondary School Principal and the
School Counselor are available to deal with students' social, emotional and behavioural problems on a
needs basis. Parents may also take the initiative of asking for the Homeroom Advisor’s assistance in
counselling their child.
Advice on university application will be provided by the Counselor. For specific information regarding
applications to universities in various regions around the world, (United Kingdom, United States, Canada,
Europe and Australia/New Zealand) please refer to the Grade 10 – 12 Counselor.
46
APPENDIX 1
ABA Academic Honesty Policy
Academic honesty is a set of values and skills that promotes personal integrity and allows students to
be principled, caring and responsible lifelong learners. Academic honesty at ABA is rooted in the IB
Learner Profile and ABA’s Mission, Vision and Value statements. These values foster an academic
environment that is expressed in students’ submission of work which is conscientiously produced,
with the work and ideas of others properly credited. As a school, we demonstrate and promote these
values and skills through good practice in teaching, learning and assessment.
The IB defines ‘malpractice’ in its 2007 publication Academic honesty as any behavior that has the
potential to give any candidate an unfair advantage over others. Malpractice includes:
Plagiarism: this is defined as the representation of the ideas or work of another person as the
candidate’s own.
Collusion: this is defined as supporting malpractice by another candidate, as in allowing one’s
work to be copied or submitted for assessment by another
Duplication of work: this is defined as the presentation of the same work for different
assessment components and/or diploma requirements
Any other behavior that gains an unfair advantage for a candidate or that affects the results of
another candidate (for example, taking unauthorized material into an exam room, misconduct
during an examination, falsifying a CAS record.)
ABA fosters academic honesty by:
 making the Academic Honesty policy known to students and parents through student
planners, first day-hand outs and explicit teaching,
 rigorous teaching practice, modeling appropriate use of sources and establishing
appropriately high expectations,
 having a Teacher Librarian,
 adopting the APA style of referencing sources,
 using the services of the website Turnitin as a prevention tool in grades 10-12.
 ensuring that students and parents understand that there will be significant penalties if
work students submit for assessment is not authentic, makes illegal use of someone
else’s intellectual property or if assessment/examination regulations are breached.
January 2012
47
APPENDIX 2
ABA SLN Policy
2011-2012
Special Learning Needs (SLN) Department
MISSION STATEMENT
The SLN Department works collaboratively with students, staff and parents to help meet the
needs of learners facing unique social, academic, and personal obstacles. Students’ learning
strengths are identified and educational plans are developed to meet their individual needs.
Faculty regularly evaluates individualized programs to enable students to access the ABA
curriculum, which is intended for all students, based on an inclusive model of service delivery,
following the teaching philosophy and practice of the IBO through the PYP, MYP and IB
Diploma Program.
ABA Inclusive Schooling Report
A successful school is measured by the acceptance, support and nurturing of the most challenged
student.
The ABA, SLN department is committed to providing optimum outcomes for each SLN student.
This commitment requires that we believe that each child can learn and succeed, that developing
the strengths of a student is a key component to overall success, that diversity enriches us all and
that students at risk of failure can overcome that risk through involvement in a thoughtful and
caring community of learners.
The characteristics of both the whole school philosophy and the implementation of the special
needs service are the same: all students should experience quality education that meets their own
educational needs in the context of social justice, underpinned by the IB learner profile.
SLN Support for Child Centered learning:
In the Elementary section students are usually part of a pull out program for certain
parts of their day until they can effectively access all areas of the curriculum in a class
room setting. In the Secondary section the SLN teacher and support staff assist in the
classroom to enable students to learn effectively in regular lessons, negating the need for
withdrawal.
48
SLN teachers and class teachers facilitate the development of social skills for SLN
students by encouraging interaction and friendships within their peer groups.
The SLN teacher supports the use of heterogeneous and cooperative group
arrangements of students.
Class teachers with the help of the SLN teacher differentiate learning assessment
criteria, in accordance with the principles of the PYP and MYP, to ensure all learning
styles are supported.
As a result of having high expectations for all students; where appropriate the SLN
teacher provides students with individualized approaches to curriculum and assessment.
The SLN teacher, staff, students (where appropriate), parents, and other professionals
collaborate with one another in the design and delivery of effective education
underpinned by the tenets of the PYP and MYP and the IB learner profile.
Programming Priorities of SLN students 2011-2012
Elementary section:
Students’ needs are addressed as part of a pull out program based on information gathered from a
variety of sources and assessed via the weekly student services team (SST) meetings.
Secondary section:
Given the parameters of time and student numbers, prioritizing SLN support is imperative to quality
learning and teaching outcomes, therefore 90% of SLN support time is given to students who have a
current Educational Psychological report and are in grades 6, 7 & 8. The rationale supporting this
allocation is based on the premise that these years are imperative in laying down the foundations of
sound numeracy and literacy skills, enabling independent and successful learning throughout
secondary school and beyond.
It is prudent to acknowledge that the level of learning difficulty is varied and there is
significant diversity of learning needs among the SLN students.
SLN Policy
Elementary section:
Students identified as being in need of support have an internal action plan written by the SLN teacher
in consultation with their teachers and the Student Support Team (SST). This is maintained for up to
one year. If the student is still in need of support the SLN teacher will usually write an Individual
Learning Plan (ILP) in consultation with teachers and parents. The majority of students in need of
support in grade 5 will have an ILP which informs their transition to the Secondary section.
If a student experiences substantial learning difficulties the family may be asked to have an assessment
conducted by a relevant external authority.
Secondary section:
49
Students who experience substantial learning difficulties and have an educational
psychological report, are given priority, in an inclusive setting with withdrawal time if needed.
The SLN teacher collaborates and teaches with classroom teachers to ensure best practice is
maintained to support these students.
Students, who have not undergone formalized clinical testing, but are on the SLN register and
experience significant problems in literacy and numeracy are also given some assistance in
class. Many of these students have been referred by the SLN teacher in the elementary school.
It is vital that all staff within the school setting observe the importance of confidentiality at all times
Individual Learning Plans
ILP’s are written for Secondary students on the SLN register that have Educational Psychological
reports. Goals and objectives for these students are written for each individual student and a plan is
outlined in consultation with the student (where appropriate), student’s parents and the SLN teachers.
The ILP is evaluated at the mid year and at the end of the academic year to ascertain the outcomes
reached and pathways for further academic progress for the forthcoming year.
Staff roles / responsibilities:
Respective Principal – holds overall responsibility for all aspects of each sections learning support
program.
Class teacher – primary responsibility for managing learning difficulties/needs in their class, to read
and use any ILP/action plan as appropriate, to differentiate the curriculum appropriately to meet the
needs of all pupils, to consult with the SLN teacher, parents and students (where appropriate).
SLN teacher - to assist in the identification and assessment of pupils with learning difficulties, to
interpret the outcomes of diagnostic testing, to develop ILP/action plan, to provide advice to class
teachers and respective Principal, to meet and advise parents, to monitor progress of SLN students, to
work with class teachers on the implementation of programmes for student with special needs, to assist
in the monitoring and evaluation of programmes for children with special needs, to provide in class
support to identified students in literacy and if time allows in numeracy, to be a resource to staff in
appropriately differentiating their teaching and assessment.
Special Needs Assistant - their work will be supervised by the classroom teacher (with support from
SLN teacher / respective Principal as needed). They will provide individual assistance to a particular
pupil, ensure the child is focused on the task set by the teacher and the child completes the assigned
work, and support the child while encouraging independence and participation in class or recreational
activities during break times.
Referral of SLN students:
Reports from an educational psychologist
A student’s performance as measured by outcomes and class based assessments
Formal and informal assessments by SLN (WRAT 4)
Sample of a student’s work
Teacher comments and records
50
Assessment and reporting:
The majority of students will be assessed and have reports written based on the same criteria as their
cohort.
Students who experience severe difficulties accessing the curriculum in one or more subject areas may
have their programs modified. Significant program modifications, which go beyond differentiation,
will be indicated on the semester report card by the addition of an asterix (*). In the case of Secondary
students this asterix (*) will appear after the grade for that subject. Any modification is implemented
after consultation with parents, students (where appropriate), relevant teachers, SLN staff and the
relevant Principal.
SLN Department
2011
51
APPENDIX 3
ABA Assessment Policy
Assessment is an integral aspect of teaching and learning. At ABA we believe that teachers must use
assessment as a tool for informing and reporting, at every stage of the students’ journey through the IB
programmes.
The purpose of assessment is twofold:
(a)
Formative: supporting the teaching and learning process by:
1. identifying the areas of success in learning and also those areas where development is
possible;
2. developing the self-evaluative faculties of students so that they are fully involved in the
learning process;
3. determining appropriate, differentiated courses of action to follow steps 1 and 2;
4. identifying students’ learning styles and any learning difficulties;
5. monitoring the effectiveness of course-work and methodology.
(b)
Summative: providing valid and reliable information about student achievement for the
purpose of pupil counselling, for parents and for outside bodies such as other educational
institutions.
There are 5 key elements to the assessment process:
TEACHING
Assessment as part of
effective learning and
teaching
PLANNING
Knowing and sharing
what is to be learned
EVALUATING
Using assessment to
evaluate learning and
teaching
Cycle
of
Assessment
REPORTING
Providing useful
feedback
RECORDING
Summarising success
and progress
In addition to ongoing daily classroom assessment practice, at agreed times, the progress of students
will be formally assessed using the relevant IB criteria, recorded and reported to parents. Each
programme has its own published assessment criteria and a reporting schedule which includes both
written reports and student/parent/teacher conferences.
52
Summary of Effective Practice
If we are effectively managing the cycle of assessment then:
Students will:
Teachers will:
School Leaders will:
be clear about what they are
learning and what success looks
like.
be clear about the learning intentions
and success criteria of each
lesson/task.
promote high expectations of
learning and teaching as a prime
influence on raising attainment.
be able to link what they are doing
to a bigger picture.
help students make links to the
bigger picture.
be actively involved in and
responsible for their own learning.
plan and differentiate to meet the
needs of individual students.
promote a clear and common
understanding of the principles of
both formative and summative
assessment
be confident in assessing their own
work and that of their peers.
support and train students to build
their confidence in assessing
themselves and others.
support staff in developing their
skills in using a variety of
assessment strategies in the
classroom.
ask searching questions, listen to and
respond to students in a way that
promotes thinking and learning.
provide opportunities for teachers to
discuss and share their practice
during meetings.
be prepared to take risks and use
mistakes as a basis for learning.
monitor and evaluate learning and
teaching.
be able to make judgements about
how well they are progressing.
give constructive feedback.
be able to talk confidently to their
parents about their work and their
personal goals.
be secure in the judgements they
make on the quality of students’
work.
collect, manage and share
assessment information with
colleagues to support student and
curricular development.
engage in discussions that lead to a
clear understanding of realistic
personal goals.
be prepared to take risks and use
mistakes as a basis for learning.
analyse and interpret assessment
information to identify strengths and
development needs.
Parents will:
be clear about what their children
are learning.
understand what their children’s
strengths, development needs and
next steps are.
be confident and able to discuss
progress and learning with their
children and school.
engage in cross-moderation with
colleagues.
keep systematic, useful records of
student progress and share
information with students,
colleagues and parents.
provide reports that help both
students and their parents
understand what successful learning
has taken place and what future
learning should take place.
53
provide effective systems for
sharing information with parents to
engage parents in the learning
process.
encourage the view with teachers
and parents that pupils’ progress is
not solely measured by test results.
APPENDIX 4
ABA Language Policy
Philosophy
ABA – An IB World School “recognizes that language, our major means of thinking and
communicating, is fundamental to learning, underpinning and permeating the whole curriculum.”(IBO
2007). ABA students learn language through language authentic contexts, literature, friendships, and
cultural exposures. The four communication strands of listening, speaking, writing and reading are
learned and reinforced across and throughout all subject areas. In this context all teachers at ABA are
language teachers. Most students at ABA are multilingual and it is our belief that language learning is
built on the foundation of prior knowledge and understanding we have of our Mother Language. In
learning an additional language, literacy (reading and writing) as well as active oral participation
are central to language proficiency.
ABA’s Vision affirms the school’s commitment to providing opportunities for students to achieve
their maximum potential in an environment of intercultural understanding and respect. To achieve our
Vision, ABA students are provided opportunities to learn Arabic from grades 1 – 12; French from
grades 6 – 12; and Spanish from grades 8 – 12. In addition, a Mother Language Program, coordinated
by the parent community, is offered as an extra-curricular activity. At present we have 5 languages on
offer.
Overview of language programs at ABA
Teachers use a range of learner appropriate, learning and teaching strategies, resources and
assessment. We aim to develop students’ confidence and competence in a range of language skills and
to foster the attitudes and values which underpin cultural awareness and respect.
Language of Instruction
English is the language of instruction within the school and English language competency is seen as
the key to student success in all subject areas. Therefore at ABA, all teachers K-12 are language
teachers and play an important role in teaching and reinforcing language skills needed in each specific
area of study. Subject teachers are encouraged to correct mistakes in English as well as content of
written work, and to teach subject specific vocabulary explicitly to students who are not native
speakers of English.
Students are encouraged to use their Mother Language to access prior learning when needed.
All classes are taught in English except the Arabic, French and Spanish language classes.
Teachers at ABA represent over 45 different nationalities and 22 languages. However, teachers of
English, Arabic, Spanish and French must be native or near native speakers of the language they teach.
54
Current Language Courses
Grades 1-5
In the elementary all students learn our host country language, Arabic.
Arabic is introduced to all students in the Elementary School from Grade 1 until Grade 5. Two
programs run in tandem; one for those new to Arabic and one for those with a background in Arabic
and/or regular exposure to Arabic outside of the school.
Grades 6-8
In Grade 6 students are given the choice of either beginning French or continuing their study of
Arabic.
In Grade 8 students new to the school, and that do not have a background in French or Arabic, start a
beginners Spanish program. All other students continue to study Arabic or French.
Grade 9 and Grade 10
Students will continue with Arabic, French or Spanish as selected in eighth grade.
It is expected that all students will take one foreign language in Grades 9-10; some may opt to even
take two foreign languages. Students of French are also encouraged to sit the IGCSE language exam
which takes take place at the end of 10th Grade.
Grade 11 and Grade 12
In Grade 11 and Grade 12, students continue with advanced study in Arabic, French and Spanish as
part of their IB diploma course as a Language B. Both HL and SL are taught successfully in the same
class.
Students also have the option to start Spanish as a new language in Grade 11 at the Ab Initio level.
This option is open to students who have had no exposure or possess insufficient knowledge of
Spanish, French or Arabic to succeed at the Language B level.
Mother Language
ABA encourages all students who have English as a second or additional language to maintain their
mother/native/first language and not to replace it with English. The school promotes internationalism
and by facilitating mother language classes, the cultural identity of the students is preserved, the
connection to the family and the home country is strengthened. Mother language is part of a students’
cultural heritage. As such ABA supports a parent run tutored mother language program that runs as an
extracurricular activity in grades 1-5.
Starting in September 2012 the tutored mother language program currently running in grades 1-5 will
be extended to also cater for grades 6-8.
Students may also opt to study a language that is not offered at ABA if they have had previous
exposure or maintained a grade level proficiency in that language. As they are not offered at ABA
these additional languages must be self taught or externally tutored.
Forms of English
Many students at ABA are multilingual, with varying levels of skill proficiency (reading, writing,
listening, speaking) in their languages. As such, English is the lingua franca, or common shared
language, and is part of the developing multilingual profile of every student at ABA. Students learn to
appreciate the different forms of the English language, for example British, Australian or American
55
and teachers point out the differences in expression or spelling where appropriate. The expectation is
that students are consistent in their English usage.
English as a Second Language Program
At ABA, students in Grades1-10 who have English as a second (or additional) language receive
support from the ESL program in addition to the language support they receive from their classroom
teachers. Language learning should meet the needs of the student so ESL lessons are, as much as
possible, related directly to the language/vocabulary the student requires to access curriculum-content
in the regular classroom.
The Mission of this program is to help students develop English language skills, cultural awareness
and learning strategies which will enable them to become successful learners and positive contributors
to the wider community in which they live.
It is the Vision that every ESL student fulfills their potential through the medium of English.
Support for students who have English as an additional language is primarily through immersion in the
regular classroom although students identified with the highest need are supported by the ESL teacher
through in-class support, pull-out support or, for older students, self supported study.
Admissions
ABA is a non-selective school and students for whom English is not their first language are identified
either at the time of admission or by class teachers. Subsequent support from the ESL department is
determined by individual need and the capacity of the program. There is no ESL support for students
in grades 11 and 12. Students applying to the older grades must therefore demonstrate their
proficiency in English in order to be enrolled in the school.
Review cycle of this policy
The policy is reviewed annually by staff from all sections of the school. This committee will meet
additionally when needed. Current chair of the committee is Mrs. Nancy Stauft.
56
LANGUAGE OFFERINGS FOR 2011-2012
English
Arabic
Eng. A Lit
Eng. A Lang
IBS/IBH
Grade 12
/Lit.IBS/IBH
Grade 12
Eng. A Lit
Eng. A Lang
IBS/IBH
Grade 11
/Lit.IBS/IBH
Grade 11
English
IGCSE Lang/Lit.
Grade 10
English
IGCSE Lang/Lit.
Grade 9
English
Grade 8
English
Grade 7
English
Grade 6
English
Language Arts
Grades 1-5
French
Spanish
Arabic B
IBS/IBH
Grade 12
French B
IBS/IBH
Grade 12
Spanish
IBS/IBH
Grade 12
Spanish
Ab Initio
Grade 12
Arabic B
IBS/IBH
Grade 11
French B
IBS/IBH
Grade 11
Spanish
IBS/IBH
Grade 11
Spanish
Ab Initio
Grade 11
Arabic
Grade 10
French
IGCSE
Grade 10
Spanish
Grade 10
Arabic
Grade 9
French
IGCSE
Grade 9
Spanish
Grade 9
Arabic
Grade 8
French
Grade 8
Spanish
Beginners
Grade 8
Arabic
Grade 7
French
Intermedia
te
Grade 7
French
Beginners
Grade 6
Arabic
Grade 6
Arabic as a
Second
language
Grades 1-5
Arabic for
Beginners
Grades 1-5
English
Language
development
and literacy
Grades K1-5
57
APPENDIX 5
User Agreement for the Acceptable Use of the ABA Wireless Network
ABA teachers and administration believe that providing network access for users’ personal
electronic devices will enhance the educational experience for ABA students. For this
reason, ABA has set up a wireless network.
1. Acceptable Devices. Users may access the wireless network with any approved
device. Users may only access the network with devices that are their own personal
property or school-owned.
2. Personal Responsibility. The school assumes no responsibility for the loss of, theft
of or damage to any personal device that a user brings to ABA or any information on
that device.
3. Security. Users shall not impair the security of the network. This expectation includes
but is not limited to:
a. Users are expected to maintain up to date antivirus and antispyware protection
on all devices that are connected to the wireless network. Devices without up to
date security programs may be denied access to the network.
b. Users are expected to safeguard all network passwords. Users should not
share network passwords with others and should change passwords frequently.
Users are expected to notify an administrator immediately if they believe their
account has been compromised.
Users are expected to log onto the wireless network only with their account and
not to allow others to use their account or to use the accounts of others.
4. No IT Support. Users are responsible for setting up and maintaining personal devices
that they connect to the network. The school will not provide IT support for user owned
devices.
5. Authorized Use. Students may use the wireless network when they are not in class.
Students may not use the wireless network in class unless authorized by the teacher
of that class.
6. Inappropriate Use. The wireless network is a shared and limited resource and all
users have an obligation to use that resource responsibly. Users are provided access
to the wireless network for educational purposes. Incidental personal use of the
network is acceptable outside class, but users should not use the network for personal
activities that consume significant network bandwidth or for activities that violate
school policy or local or international law. These include but are not limited to:
a. Online gaming unless approved by a teacher.
b. Downloading software, music, movies or other content in violation of licensing
requirements, copyright or other intellectual property rights.
c. Downloading, viewing or sharing inappropriate content, including pornographic,
defamatory or otherwise offensive material.
d. Conducting any activity that is in violation of school policy or local, or
international law.
e. Participating in political activities.
f. Conducting for-profit business unless authorized by school administration.
g. Using hacking tools on the network or intentionally introducing malicious code
into the School’s network.
h. Using any software or proxy service to obscure either the student’s IP address
or the sites that the student visits.
i. Using peer-to-peer/torrent programs.
j. Disabling, bypassing, or attempting to disable or bypass any system
monitoring, filtering or other security measures.
k. Accessing or attempting to access material or systems on the network that the
student is not authorized to access.
58
7. No Expectation of Privacy. The School can and does monitor internet access and
activity on the School’s network, including but not limited to sites visited, content
viewed and email sent and received. The School may examine a student’s personal
device and search its contents if there is a reason to believe that school policies,
regulations, or guidelines regarding access to the network or use of the device have
been violated.
8. Disruptive Activity. Users should not intentionally interfere with the performance of
the School’s wireless and wired network.
9. Unauthorized Networks. Users may not create unauthorized wireless networks to
access ABA’s wireless network. This includes establishing wireless access points,
wireless routers and open networks on personal devices.
10. No Use of Wired Networks. Students may use only the ABA student wireless
network for personal devices. They may not attach personal devices to the wired
network.
11. Consequences of Inappropriate Use. Students who misuse ABA’s student wireless
network will be subject to discipline which may include loss of access to student
wireless or all internet access and/or other appropriate disciplinary or legal action in
accordance with the Student Code of Conduct (page 16, Student Handbook) and
applicable laws.
-----------------
59
APPENDIX 6
Adventure Oman
General
The Adventure Oman programme at ABA enables students to gain a greater understanding of the
country in which they are living. They interact with Omanis and learn about their culture and the
environment in which they live. They experience adventure and have the chance to try activities
where they develop many of the characteristics of the IB Learner Profile: risk-taking, open-minded,
reflective, knowledgeable and caring.
Grade 6 students spend time in the desert. For many, it is the first time away from their families. They
interact with their peers in an environment where many step outside their social ‘norms’. They take
part in learning experiences that leave them with a heightened awareness of the diverse nature of their
surroundings, the nature of desertification and the changing lives of the people who live in it.
Grade 7 students go to the coast of Oman. It builds on the previous year’s programme and stretches
the students a little further. Removed from their everyday classroom surroundings, they learn of the
rich, seafaring history of Oman and have first-hand experiences of its superb marine life. They
experience new water sports and work in teams on beach-themed challenges. The camp helps them
develop a greater understanding of their local, coastal environment.
Grade 8 students camp in a rural setting, surrounded by mountains and wadis, with very limited
facilities. Different from the other two camps, grade eight Adventure Oman students do community
service. They work in a village, alongside its inhabitants, on tasks that benefit the community. In
doing so, they come to understand the richness of a rural environment and village lifestyle close to the
city. Another aspect of this camp is a challenging overnight hike, where students have to carry
everything they need with them. The grade eight Adventure Oman camp is probably the one which
makes the most profound and lasting impression on students. It is the culmination of the programme.
Adventure Oman allows students to develop on both a social and personal level. Above all, on
Adventure Oman, students have fun!
I hereby give permission for my child ________________________________ in grade ___ to attend
the appropriate Adventure Oman camp.
Signed _________________________________
Date ___________________
60
ACKNOWLEDGEMENT OF SECONDARY SCHOOL
STUDENT- PARENT HANDBOOK 2012-2013
We have read through the Student-Parent Handbook on the ABA school website and understand and
accept the rules and the procedures of the ABA Secondary School.
NOTE: The handbook can be found at www.abaoman.edu.om then go click on the ‘About ABA’ tab and
then ‘parent handbooks’ on the drop down menu.
STUDENTS NAME:___________________________________________________________
GRADE:_______________________ ADVISOR: ___________________________________
STUDENT’S SIGNATURE: ____________________________________________________
SIGNATURE OF FATHER: _____________________________________________________
SIGNATURE OF MOTHER: ____________________________________________________
(Both Parents signatures are kindly requested)
OPTIONAL WAIVER
We encourage extra-curricular activities as an important part of a student’s education. Many take place
outside normal school hours and some entail travel away from the school campus. If you wish for your
child to participate in extra-curricular activities, please sign the following:
My child has permission to participate in extra-curricular activities outside school hours and on
or off school premises, if accompanied by an adult to whom the Superintendent has delegated
authority. I understand that parents are responsible for any medical expenses.
SIGNATURE OF PARENT/GUARDIAN: ________________________________________
HEALTH INFORMATION UPDATE
Please include relevant information for your child regarding recent Immunizations, e.g. boosters, any
recent illnesses, current medications, or allergies.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Please sign the above form and return it to the Homeroom Advisor by
Saturday 15th September 2012
61
TECHNOLOGY USAGE POLICY
ABA COMPUTER USE GUIDELINES
Students are expected to use the ABA school computers for educational purposes only
Students are expected to refrain from accessing any material on the internet that is inappropriate
or offensive.
Only school-work related e-mail is acceptable; at no time should students access personal chat or
hotmail for social purposes.
No games are to be played on the computers.
No software is to be downloaded on to any computer at any time.
I ____________________________________________ agree to comply with the above ABA
Computer Use Guidelines.
Student’s Signature:
………………………………….
Date:
…………………………………..
Parent/Guardian’s Signature: …………………………………..
Date:
…………………………………..
The complete ABA Computer Use Guidelines are posted around the school, in IT labs and the
Libraries. Copies are available on request.
Note: We expect ABA to become a wireless campus early in the academic year and for technology use
to change accordingly. A revised ‘Acceptable Use’ policy will be issued at this point in line with
changing possibilities and expectations.
Please sign the above form and return it to the Homeroom Advisor by
Saturday 15th September 2012
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